Öğretmenlerin Ebeveynlikte ve Öğretimde Bilinçli Farkındalıkları ile İçsel Bilinçli Farkındalıkları Arasındaki İlişkinin İncelenmesi

Abstract

In this study, it was aimed to examine the relationships between teachers' dispositional mindfulness, mindfulness in parenting and mindfulness in teaching and their personality traits, adult parental acceptance/rejection and emotional labour. Relational descriptive research design was used in the study. The sample of the study consisted of 475 parent teachers who voluntarily participated in the study within the time allocated for data collection and completed the forms completely. "Demographic Information Form", "Five Face Mindfulness Questionnaire-Short Form", "Mindfulness in Parenting Scale", "Mindfulness in Teaching Questionnaire", "Ten-Item Personality Inventory", "Adult Parental Acceptance/Rejection Questionnaire -Short Form" and "Emotional Labour Scale-Surface Acting and Felt Emotions Subscales" were used as data collection tools. In the Structural Equation Model (SEM), the standardised factor loadings of all observed variables related to personality, adult parental acceptance/rejection, Surface Acting subscales, Felt Emotions subscales, dispositional mindfulness, mindfulness in parenting and mindfulness in teaching latent variables were found statistically significant. Personality was found to have a positive and significant effect on dispositional mindfulness, mindfulness in parenting, and mindfulness in teaching. In the study, it was also determined whether teachers' three types of mindfulness (dispositional, parenting, and teaching) differed according to gender, length of service in the profession, whether they have did yoga, meditation, etc. activities, whether they received a training on mindfulness, and the number of children they had, and the results obtained were discussed in the light of the literature.