Research Article
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Year 2021, Volume: 8 Issue: 4, 55 - 66, 31.10.2021

Abstract

References

  • Adil, A. & Kamal, A. (2019). Authentic leadership and psychological capital in job demands resources model among Pakistani university teachers. International Journal of Leadership in Education, 1-21. https://doi.org/10.1080/13603124.2019.1580772
  • Ahmad, C. N. C., Shaharim, S. A., & Abdullah, M. F. N. L. (2017). Teacher-student interactions, learning commitment, learning environment and their relationship with student learning comfort. Journal of Turkish Science Education, 14(1), 57- 72. https://doi.org/10.12973/tused.10190a
  • Aslan-Gördesli, M., Arslan, R., Çekici, F., Aydın-Sünbül, Z., Malkoç, A. (2019). The psychometric properties of the mindfulness in teaching scale in a Turkish sample. Universal Journal of Educational Research, 7(2): 381-386. https://doi.org/10.13189/ujer.2019.070210
  • Baer, R. A., Smith, G. T., & Allen, K. B. (2004). Assessment of mindfulness by self-report: The Kentucky inventory of mindfulness skills. Assessment, 11(3), 191–206. https://doi.org/10.1093/clipsy.bpg015
  • Bajaj, B., & Pande, N. (2016). Mediating role of resilience in the impact of mindfulness on life satisfaction and affect as indices of subjective well-being. Personality and Individual Differences, 93: 63–67. https://doi.org/10.1016/j.paid.2015.09.005
  • Bervoets, J. (2013). Exploring the relationships between flow, mindfulness, and self-talk: a correlational study [Doctoral dissertation]. University of Jyväskylä https://jyx.jyu.fi/handle/123456789/41481
  • Brockway, A. M. (2019). Resources to stay: The relationship among mindful awareness, psychological capital, and turnover intention in arizona high school teachers [Doctoral dissertation]. Grand Canyon University. ProQuest. Retrieved January 2021, from https://search-proquest-com./docview/2181636678/5B03D67741BC48F1PQ
  • Brown, K.W., & Ryan, R.M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84(4), 822–848. https://doi.org/10.1037/0022-3514.84.4.822
  • Caldwell, K., Harrison, M., Adams, M., Quin, R. H., & Greeson, J. (2010). Developing mindfulness in college students through movement-based courses: effects on self-regulatory self-efficacy, mood, stress, and sleep quality. Journal of American College Health, 58: 433-442. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2879280/
  • Cheung, F., Tang, K. S., & Tang, S. (2011). Psychological capital as a moderator between emotional labor, burnout, and job satisfaction among schoolteachers in China. International Journal of Stress Management, 18, 348-371. https://doi.org/10.1037/a0025787
  • Demir, S. (2018). The relationship between psychological capital and stress, anxiety, burnout, job satisfaction, and job involvement. Eur. J. Educ. Res.75, 137–153. https://doi.org/10.14689/ejer.2018.75.8
  • Diaz, F. M. (2013). Mindfulness, attention, and flow during music listening: An empirical investigation. Psychology of Music, 41, 42-58. https://doi.org/10.1177/0305735611415144
  • Eryılmaz, A. & Bek, H. (2018). Development of the positive teacher scale from the perspective of teachers. Kastamonu Education Journal, 26 (4), 1297-1306. https://doi.org/10.24106/kefdergi.369825
  • Eryılmaz, A. (2014). Perceived personality traits and types of teachers and their relationship to the subjective well-being and academic achievements of adolescents. Educational Sciences: Theory and Practice, 14(6), 2049-2062. https://doi.org/10.12738/estp.2014.6.2187
  • Flook L., Goldberg, S.B., Pinger, L., Bonus, K., & Davidson, R. J. (2013). Mindfulness for teachers: A pilot study to assess effects on stress, burnout, and teaching efficacy. Mind and Brain Education. https://doi.org/ 7.25302075
  • Fraide, A., Ganotice, J., Susanna, S., Yeung, L., A. Beguina, J., & Villarosa, B. (2016). In search for H.E.R.O. among Filipino teachers: The relationship of positive psychological capital and work-related outcomes. Asia-Pacific Education Research, 25(3), 407–414. https://doi.org/10.1007/s40299-015-0267-9
  • Frank, J. L., Jennings, P. A., & Greenberg, M. T. (2016). Validation of the mindfulness in teaching scale. Mindfulness, 7(1), 155-163. https://doi.org/10.1007/s12671-015-0461-0
  • Fu, C. (2015). The effect of emotional labor on job ınvolvement in preschool teachers: verifying the mediating effect of psychological capital. The Turkish Online Journal of Educational Technology, 14 (3), 145-156. https://files.eric.ed.gov/fulltext/EJ1067740.pdf
  • Garet, M. S., Porter, A. C., Desimone, L. M., Birman, B., & Yoon, K. S. (2001). What makes professional development effective? Analysis of a national sample of teachers. American Educational Research Journal, 38(3), 915–945. http://www.jstor.org/stable/3202507
  • Hair, J., Anderson, R, Tatham, R., & Black. (1998). Multivariate Data Analysis (5th ed.). Prentice Hall.
  • Hanh, T. N. (1976). The miracle of mindfulness: a manual of meditation. Beacon Press.
  • Hanif, R., Tariq, S., & Nadeem, M. (2011). Personal and job-related predictors of teacher stress and job performance among schoolteachers. Pakistan Journal of Commerce and Social Sciences, 5, 319–329. https://www.econstor.eu/bitstream/10419/188034/1/pjcss066.pdf
  • Huang S., Yin H., Tang L. (2019). Emotional labor in knowledge-based service relationships: the roles of self-monitoring and display rule perceptions. Frontiers in Psychology, 10:801. http://dx.doi.org/10.3389/fpsyg.2019.00801
  • Hwang, Y-S., Barlett, B., Greben, M., & Hand, K. (2017). A systematic review of mindfulness interventions for in-service teachers: A tool to enhance teacher well-being and performance. Teaching and Teacher Education, 62, 26-42. http://dx.doi.org/10.1016/j.tate.2017.01.015
  • Kelberer, L., Kraines, M.A., & Wells, T. T. (2018). Optimism, hope, and attention for emotional stimuli. Personality and Individual Differences, 124, 84–90. https://doi.org/10.1016/j.paid.2017.12.003
  • Khoury, B. (2018). Mindfulness: Embodied and embedded. Mindfulness, 9:1037–1042. https://doi.org/10.1007/s12671-017-0858-z
  • Kim, L. E., Dar-Nimrod, I., & MacCann, C. (2018). Teacher personality and teacher effectiveness in secondary school: Personality predicts teacher support and student self-efficacy but not academic achievement. Journal of Educational Psychology, 110(3), 309. https://doi.org/10. 1037/edu0000217
  • Kim, L. E., Jörg, V., & Klassen, R. M. (2019). A meta-analysis of the effects of teacher personality on teacher effectiveness and burnout. Educational Psychology Review, 31:163–195. https://doi.org/10.1007/s10648-018-9458-2
  • Kotzé, M. (2018). The influence of psychological capital, self-leadership, and mindfulness on work engagement. South African Journal of Psychology, 48(2), 279-292. doi:10.1177/0081246317705812
  • Kurt, N., & Demirbolat, A. O. (2019). Investigation of the relationship between psychological capital perception, psychological well-being, and job satisfaction of teachers. Journal of Education and Learning, 8(1). https://doi.org/10.5539/jel.v8n1p87
  • Luthans, F. (2002). The need for and meaning of positive organizational behavior. Journal of Organizational Behavior, 23(6), 695–706. doi:10.1002/job.165
  • Luthans, F., & Church, A. H. (2002). Positive organisational behavior: Developing and managing psychological strengths. Academy of Management Executive, 16(1), 57–75. https://journals.aom.org/doi/abs/10.5465/AME.2002.6640181
  • Luthans, F., Avolio, B., Avey, J.B., & Norman, S.M. (2007). Psychological capital: Measurement and relationship with performance and job satisfaction. Personality Psychology, 60:541‑72. https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1010&context=leadershipfacpub
  • Luthans, F., Youssef, C., & Avolio, B. (2007). Psychological capital: Developing the human competitive edge. Oxford University Press.
  • Malinowski, P., & Lim, H. J. (2015). Mindfulness at work: positive affect, hope, and optimism mediate the relationship between dispositional mindfulness, work engagement, and well-being. Mindfulness, 6(6), 1250–1262. https://doi.org/10.1007/s12671-015-%090388-5
  • McCaffrey, S., Reitman, D., & Black, R. (2017). Mindfulness in parenting questionnaire (MIPQ): development and validation of a measure of mindful parenting. Mindfulness, 8(1), 232–246. https://doi.org/10.1007/
  • Molloy-Elreda, L., Jennings, P. A., DeMauro, A. A., Mischenko, P. P., and Brown, J. L. (2019). Protective effects of interpersonal mindfulness for teachers’ emotional supportiveness in the classroom. Mindfulness, 10, 537–546. doi: 10.1007/s12671-018-0996-y
  • Moore, B. A. (2013). Propensity for experiencing flow: The roles of cognitive flexibility and mindfulness. The Humanistic Psychologist, 41, 319-332. https://mdsoar.org/bitstream/handle/11603/1944/TSP2012Moore.pdf?sequence=1
  • Pianta, R. C., Whittaker, J. E., Vitiello, V., Ruzek, E., Ansari, A., Hofkens, T., & DeCoster, J. (2020). Children's school readiness skills across the pre-K year: Associations with teacher-student interactions, teacher practices, and exposure to academic content. Journal of Applied Developmental Psychology, 66, 101084.
  • Roche, M. A., Harr, J. M., Luthans, F. (2014). The role of mindfulness and psychological capital on the well-being of leaders. Journal of Occupational Health Psychology, 19: 476–89. https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1132&context=managementfacpub
  • Schussler, D. L., Deweese, A., Rasheed, D., Demauro, A., Brown, J., Greenberg, M., et al. (2018). Stress and release: Case studies of teacher resilience following a mindfulness-based intervention. American Journal of Education, 125, 28. doi: 0195-6744/2018/12501-0001
  • Seligman, M.E., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55, 5–14.
  • Skinner, E. A, & Belmont, M. J. (1993). Motivation in the classroom: reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85: 571–81.
  • Snyder, C. R. (2002). Hope theory: Rainbows in the mind. Psychological Inquiry, 13(4), 249–275. https://blogs.shu.ac.uk/growplus/files/2020/02/Hope-Synder-paper.pdf
  • Stevens, J. P. (2002). Applied multivariate statistics for the social sciences (4th ed.). NJ: Lawrence Erlbaum Publish.
  • Tösten, R., Arslantaş, H. İ., & Şahin, G. (2019). The effect of the positive psychological capital of the teachers on the work engagement. Kastamonu Education Journal, 27 (3), 1073-1079. https://doi.org/10.24106/kefdergi.2575
  • Van den Hurk, P. M., Giommi, F., Gielen, S. C., Speckens, A. M., & Barendregt, H. P. (2010). Greater efficiency in attentional processing related to mindfulness meditation. Quarterly Journal of Experimental Psychology, 63, 1168 –1180. doi: 10.1080/17470210903249365
  • Viseu, J., de Jesus, S. N., Rus, C., & Canavarro, J. M. (2016). Teacher motivation, work- satisfaction, and positive psychological capital: A literature review. Electronic Journal of Research in Educational Psychology, 14(2), 439-461. http://dx.doi.org/10.14204/ejrep.39.15102
  • Youssef, C. M., & Luthans, F. (2007). Positive organizational behavior in the workplace: the ımpact of hope, optimism, and resilience. Journal of Management, 33(5), 774–800. doi: 10.1177/0149206307305562

Positive Characteristics in Primary School Teachers: The Interactive Roles of Psychological Capital and Mindfulness in Teaching

Year 2021, Volume: 8 Issue: 4, 55 - 66, 31.10.2021

Abstract

The reinforcing effects of positive characteristics in maintaining teachers’ and students’ psychological health have been well documented. However, there has been very little research into the determinants of what constitutes positive characteristics among teachers. Neither the full role played by mindfulness nor the psychological capital of teachers with positive characteristics remains unknown. This study marks the beginning of an investigation into such an issue. The sample of the study involved the participation of 374 teachers. In Model 1, the mediating role of psychological capital was tested in the relationship between mindfulness in teaching and teacher positivity. Meanwhile, in Model 2, the mediating role of mindfulness in teaching was tested in the relationship between psychological capital and positive teacher characteristics. In Model 1, the standardised path coefficients between the variables were not found to be statistically significant, thus prompting the test of a second structural model. The results showed that mindfulness in teaching appeared to constitute a full mediator in the relationship between psychological capital and positive characteristics among primary school teachers.

References

  • Adil, A. & Kamal, A. (2019). Authentic leadership and psychological capital in job demands resources model among Pakistani university teachers. International Journal of Leadership in Education, 1-21. https://doi.org/10.1080/13603124.2019.1580772
  • Ahmad, C. N. C., Shaharim, S. A., & Abdullah, M. F. N. L. (2017). Teacher-student interactions, learning commitment, learning environment and their relationship with student learning comfort. Journal of Turkish Science Education, 14(1), 57- 72. https://doi.org/10.12973/tused.10190a
  • Aslan-Gördesli, M., Arslan, R., Çekici, F., Aydın-Sünbül, Z., Malkoç, A. (2019). The psychometric properties of the mindfulness in teaching scale in a Turkish sample. Universal Journal of Educational Research, 7(2): 381-386. https://doi.org/10.13189/ujer.2019.070210
  • Baer, R. A., Smith, G. T., & Allen, K. B. (2004). Assessment of mindfulness by self-report: The Kentucky inventory of mindfulness skills. Assessment, 11(3), 191–206. https://doi.org/10.1093/clipsy.bpg015
  • Bajaj, B., & Pande, N. (2016). Mediating role of resilience in the impact of mindfulness on life satisfaction and affect as indices of subjective well-being. Personality and Individual Differences, 93: 63–67. https://doi.org/10.1016/j.paid.2015.09.005
  • Bervoets, J. (2013). Exploring the relationships between flow, mindfulness, and self-talk: a correlational study [Doctoral dissertation]. University of Jyväskylä https://jyx.jyu.fi/handle/123456789/41481
  • Brockway, A. M. (2019). Resources to stay: The relationship among mindful awareness, psychological capital, and turnover intention in arizona high school teachers [Doctoral dissertation]. Grand Canyon University. ProQuest. Retrieved January 2021, from https://search-proquest-com./docview/2181636678/5B03D67741BC48F1PQ
  • Brown, K.W., & Ryan, R.M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84(4), 822–848. https://doi.org/10.1037/0022-3514.84.4.822
  • Caldwell, K., Harrison, M., Adams, M., Quin, R. H., & Greeson, J. (2010). Developing mindfulness in college students through movement-based courses: effects on self-regulatory self-efficacy, mood, stress, and sleep quality. Journal of American College Health, 58: 433-442. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2879280/
  • Cheung, F., Tang, K. S., & Tang, S. (2011). Psychological capital as a moderator between emotional labor, burnout, and job satisfaction among schoolteachers in China. International Journal of Stress Management, 18, 348-371. https://doi.org/10.1037/a0025787
  • Demir, S. (2018). The relationship between psychological capital and stress, anxiety, burnout, job satisfaction, and job involvement. Eur. J. Educ. Res.75, 137–153. https://doi.org/10.14689/ejer.2018.75.8
  • Diaz, F. M. (2013). Mindfulness, attention, and flow during music listening: An empirical investigation. Psychology of Music, 41, 42-58. https://doi.org/10.1177/0305735611415144
  • Eryılmaz, A. & Bek, H. (2018). Development of the positive teacher scale from the perspective of teachers. Kastamonu Education Journal, 26 (4), 1297-1306. https://doi.org/10.24106/kefdergi.369825
  • Eryılmaz, A. (2014). Perceived personality traits and types of teachers and their relationship to the subjective well-being and academic achievements of adolescents. Educational Sciences: Theory and Practice, 14(6), 2049-2062. https://doi.org/10.12738/estp.2014.6.2187
  • Flook L., Goldberg, S.B., Pinger, L., Bonus, K., & Davidson, R. J. (2013). Mindfulness for teachers: A pilot study to assess effects on stress, burnout, and teaching efficacy. Mind and Brain Education. https://doi.org/ 7.25302075
  • Fraide, A., Ganotice, J., Susanna, S., Yeung, L., A. Beguina, J., & Villarosa, B. (2016). In search for H.E.R.O. among Filipino teachers: The relationship of positive psychological capital and work-related outcomes. Asia-Pacific Education Research, 25(3), 407–414. https://doi.org/10.1007/s40299-015-0267-9
  • Frank, J. L., Jennings, P. A., & Greenberg, M. T. (2016). Validation of the mindfulness in teaching scale. Mindfulness, 7(1), 155-163. https://doi.org/10.1007/s12671-015-0461-0
  • Fu, C. (2015). The effect of emotional labor on job ınvolvement in preschool teachers: verifying the mediating effect of psychological capital. The Turkish Online Journal of Educational Technology, 14 (3), 145-156. https://files.eric.ed.gov/fulltext/EJ1067740.pdf
  • Garet, M. S., Porter, A. C., Desimone, L. M., Birman, B., & Yoon, K. S. (2001). What makes professional development effective? Analysis of a national sample of teachers. American Educational Research Journal, 38(3), 915–945. http://www.jstor.org/stable/3202507
  • Hair, J., Anderson, R, Tatham, R., & Black. (1998). Multivariate Data Analysis (5th ed.). Prentice Hall.
  • Hanh, T. N. (1976). The miracle of mindfulness: a manual of meditation. Beacon Press.
  • Hanif, R., Tariq, S., & Nadeem, M. (2011). Personal and job-related predictors of teacher stress and job performance among schoolteachers. Pakistan Journal of Commerce and Social Sciences, 5, 319–329. https://www.econstor.eu/bitstream/10419/188034/1/pjcss066.pdf
  • Huang S., Yin H., Tang L. (2019). Emotional labor in knowledge-based service relationships: the roles of self-monitoring and display rule perceptions. Frontiers in Psychology, 10:801. http://dx.doi.org/10.3389/fpsyg.2019.00801
  • Hwang, Y-S., Barlett, B., Greben, M., & Hand, K. (2017). A systematic review of mindfulness interventions for in-service teachers: A tool to enhance teacher well-being and performance. Teaching and Teacher Education, 62, 26-42. http://dx.doi.org/10.1016/j.tate.2017.01.015
  • Kelberer, L., Kraines, M.A., & Wells, T. T. (2018). Optimism, hope, and attention for emotional stimuli. Personality and Individual Differences, 124, 84–90. https://doi.org/10.1016/j.paid.2017.12.003
  • Khoury, B. (2018). Mindfulness: Embodied and embedded. Mindfulness, 9:1037–1042. https://doi.org/10.1007/s12671-017-0858-z
  • Kim, L. E., Dar-Nimrod, I., & MacCann, C. (2018). Teacher personality and teacher effectiveness in secondary school: Personality predicts teacher support and student self-efficacy but not academic achievement. Journal of Educational Psychology, 110(3), 309. https://doi.org/10. 1037/edu0000217
  • Kim, L. E., Jörg, V., & Klassen, R. M. (2019). A meta-analysis of the effects of teacher personality on teacher effectiveness and burnout. Educational Psychology Review, 31:163–195. https://doi.org/10.1007/s10648-018-9458-2
  • Kotzé, M. (2018). The influence of psychological capital, self-leadership, and mindfulness on work engagement. South African Journal of Psychology, 48(2), 279-292. doi:10.1177/0081246317705812
  • Kurt, N., & Demirbolat, A. O. (2019). Investigation of the relationship between psychological capital perception, psychological well-being, and job satisfaction of teachers. Journal of Education and Learning, 8(1). https://doi.org/10.5539/jel.v8n1p87
  • Luthans, F. (2002). The need for and meaning of positive organizational behavior. Journal of Organizational Behavior, 23(6), 695–706. doi:10.1002/job.165
  • Luthans, F., & Church, A. H. (2002). Positive organisational behavior: Developing and managing psychological strengths. Academy of Management Executive, 16(1), 57–75. https://journals.aom.org/doi/abs/10.5465/AME.2002.6640181
  • Luthans, F., Avolio, B., Avey, J.B., & Norman, S.M. (2007). Psychological capital: Measurement and relationship with performance and job satisfaction. Personality Psychology, 60:541‑72. https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1010&context=leadershipfacpub
  • Luthans, F., Youssef, C., & Avolio, B. (2007). Psychological capital: Developing the human competitive edge. Oxford University Press.
  • Malinowski, P., & Lim, H. J. (2015). Mindfulness at work: positive affect, hope, and optimism mediate the relationship between dispositional mindfulness, work engagement, and well-being. Mindfulness, 6(6), 1250–1262. https://doi.org/10.1007/s12671-015-%090388-5
  • McCaffrey, S., Reitman, D., & Black, R. (2017). Mindfulness in parenting questionnaire (MIPQ): development and validation of a measure of mindful parenting. Mindfulness, 8(1), 232–246. https://doi.org/10.1007/
  • Molloy-Elreda, L., Jennings, P. A., DeMauro, A. A., Mischenko, P. P., and Brown, J. L. (2019). Protective effects of interpersonal mindfulness for teachers’ emotional supportiveness in the classroom. Mindfulness, 10, 537–546. doi: 10.1007/s12671-018-0996-y
  • Moore, B. A. (2013). Propensity for experiencing flow: The roles of cognitive flexibility and mindfulness. The Humanistic Psychologist, 41, 319-332. https://mdsoar.org/bitstream/handle/11603/1944/TSP2012Moore.pdf?sequence=1
  • Pianta, R. C., Whittaker, J. E., Vitiello, V., Ruzek, E., Ansari, A., Hofkens, T., & DeCoster, J. (2020). Children's school readiness skills across the pre-K year: Associations with teacher-student interactions, teacher practices, and exposure to academic content. Journal of Applied Developmental Psychology, 66, 101084.
  • Roche, M. A., Harr, J. M., Luthans, F. (2014). The role of mindfulness and psychological capital on the well-being of leaders. Journal of Occupational Health Psychology, 19: 476–89. https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1132&context=managementfacpub
  • Schussler, D. L., Deweese, A., Rasheed, D., Demauro, A., Brown, J., Greenberg, M., et al. (2018). Stress and release: Case studies of teacher resilience following a mindfulness-based intervention. American Journal of Education, 125, 28. doi: 0195-6744/2018/12501-0001
  • Seligman, M.E., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55, 5–14.
  • Skinner, E. A, & Belmont, M. J. (1993). Motivation in the classroom: reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85: 571–81.
  • Snyder, C. R. (2002). Hope theory: Rainbows in the mind. Psychological Inquiry, 13(4), 249–275. https://blogs.shu.ac.uk/growplus/files/2020/02/Hope-Synder-paper.pdf
  • Stevens, J. P. (2002). Applied multivariate statistics for the social sciences (4th ed.). NJ: Lawrence Erlbaum Publish.
  • Tösten, R., Arslantaş, H. İ., & Şahin, G. (2019). The effect of the positive psychological capital of the teachers on the work engagement. Kastamonu Education Journal, 27 (3), 1073-1079. https://doi.org/10.24106/kefdergi.2575
  • Van den Hurk, P. M., Giommi, F., Gielen, S. C., Speckens, A. M., & Barendregt, H. P. (2010). Greater efficiency in attentional processing related to mindfulness meditation. Quarterly Journal of Experimental Psychology, 63, 1168 –1180. doi: 10.1080/17470210903249365
  • Viseu, J., de Jesus, S. N., Rus, C., & Canavarro, J. M. (2016). Teacher motivation, work- satisfaction, and positive psychological capital: A literature review. Electronic Journal of Research in Educational Psychology, 14(2), 439-461. http://dx.doi.org/10.14204/ejrep.39.15102
  • Youssef, C. M., & Luthans, F. (2007). Positive organizational behavior in the workplace: the ımpact of hope, optimism, and resilience. Journal of Management, 33(5), 774–800. doi: 10.1177/0149206307305562
There are 49 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Article
Authors

Meltem Aslan Gördesli 0000-0002-9989-9516

Zeynep Aydın Sünbül This is me 0000-0001-8084-2344

Publication Date October 31, 2021
Published in Issue Year 2021 Volume: 8 Issue: 4

Cite

APA Aslan Gördesli, M., & Aydın Sünbül, Z. (2021). Positive Characteristics in Primary School Teachers: The Interactive Roles of Psychological Capital and Mindfulness in Teaching. International Journal of Psychology and Educational Studies, 8(4), 55-66.