Interplay between Mindfulness and Teaching Efficacy: Insights from Iranian EFL Context

Teachers' self-efficacy has been shown to positively influence student achievement, and well-being. Therefore, understanding the factors that contribute to teachers' sense of efficacy is essential for improving teaching instruction and student outcomes. This study investigated the relationship between mindfulness and teaching efficacy among English as Foreign Language (EFL) teachers, with a focus on the mediating role of gender. A total of ۶۰ EFL teachers participated in the study adopting a quantitative correlational research design, employed to explore the relationship between EFL teachers' mindfulness and their teaching efficacy. Two questionnaires were used: the first measured five aspects of mindfulness with ۳۹ items, and the second assessed three dimensions of teaching efficacy: student engagement, instructional strategies, and classroom management, using ۱۲ items. There was no significant correlation between mindfulness and teachers' sense of self-efficacy for male participants (r (۲۶) = -.۰۰۴, p =.۴۸۵) and female participants (r (۳۰) =.۰۰۶, p =.۵۰۵). However, significant correlations were found between the subscale "Aware Action" of mindfulness and overall teaching efficacy for both male (r (۵۸) = -.۵۸۵, p.۰۴۷) and female teachers (r (۲۰) -.۳۹۵, p =.۰۳۸), particularly regarding student engagement (r (۲۰) = -.۵۱۲, p =.۰۰۹). The findings suggest the potential benefits of enhancing mindfulness in improving teaching efficacy. Mindfulness practices can benefit both groups of teachers; the nature of these benefits may vary across genders. This study has pedagogical implications for teacher development and well-being.

کلیدواژه ها:

EFL ، gender ، mindfulness ، psychology ، self-efficacy ، teaching efficacy