INVESTIGATING EFL TEACHERS’ PERCEPTIONS OF MINDFULNESS IN TEACHING: A MIXED-METHODS STUDY
Yükleniyor...
Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Çağ Üniversitesi/Sosyal Bilimler Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
This mixed study investigated EFL teachers’ mindfulness perceptions considering
Intrapersonal and Interpersonal dimensions in teaching. In this direction, the study
includes 150 EFL teachers with a distribution of % 60 females and %40 males.
The Mindfulness in Teaching Scale (MTS) developed by Frank et al. (2015) was
utilized to collect quantitative data from the participants. Additionally, qualitative
data was obtained with the help of individual semi-structured interviews about the
experiences of EFL teachers related to their mindfulness in teaching. Correlational
design was used to determine the relationship between MTS and its dimensions.
In this context, results indicated that EFL teachers have strong perceptions of
mindfulness in teaching. In addition, it was determined that EFL teachers’
perceptions of mindfulness in teaching showed significant differences according
to their ages and educational backgrounds. Correlational analysis findings
revealed a significant, strong positive relationship between MTS and Intrapersonal
mindfulness. On the other hand, a negative relationship between the Intrapersonal
and Interpersonal dimensions was found. With the scope of qualitative results, it
was concluded that EFL teachers’ improvement of perceptions of mindfulness is
connected with self-monitoring and problem-solving skills based on the
Intrapersonal mindfulness dimension, and it is associated with receiving feedback
from students and creating a friendly and conversational environment based on
the Interpersonal mindfulness dimension.
