Kindergarten Teachers’ Mindfulness in Teaching and Job Satisfaction: A Moderated Mediation Model

Abstract

Abstract Objectives Based on the theory of meaning construction, this research aims to examine the relationship between mindfulness-based instruction and job satisfaction among educators working in kindergarten settings. Specifically, the study will evaluate whether teachers’ self-efficacy mediates this relationship and also explore the potential moderating impact of role maladjustment on this mediation process. Method A total of 531 kindergarten teachers (Mage = 26.89, 89.64% female) took part in the study by responding to self-administered questionnaires measuring their mindfulness in teaching, teachers’ self-efficacy, role maladjustment, and job satisfaction. The findings of the study indicate that there is a notable and favorable correlation between the practice of mindfulness in teaching and job satisfaction among kindergarten teachers. Furthermore, the analysis suggests that teachers' self-efficacy partially mediates this relationship. These results remained significant even after controlling for demographic variables. Further examination using moderated mediation analysis indicated that role maladjustment did not have a moderating effect on either the direct or indirect links between mindfulness in teaching and job satisfaction. Conclusions The results highlight the importance of teacher self-efficacy as a mediating factor, emphasizing the role of mindfulness in assisting preschool educators in effectively managing challenges and adversities. This, in turn, enhances emotional regulation and coping skills, while cultivating a heightened awareness of personal strengths and abilities, ultimately resulting in higher job satisfaction.