Mindfulness in Teaching and Positive Characteristics in Teachers: Prosocial Behaviors as Mediator

Year 2022, Volume: 12 Issue: 65, 189 - 200, 01.07.2022

Meltem Aslan Gördesli Dilaram Billur Örnek

https://doi.org/10.17066/tpdrd.1138253

Abstract

The importance of the influence of teachers on the development of individuals is often emphasized; It is accepted that positive teacher characteristics have positive effects on both teachers and students. However, it is seen that studies on variables that affect positive teacher characteristics are mainly concerned with intrapersonal psychological processes. For this reason, it is thought that considering the variables that may affect positive teacher characteristics in the context of interpersonal and educational environments will contribute to the literature on positive teacher characteristics. This study examines the mediating role of prosocialness in the relationship between mindfulness in teaching and positive characteristics in teachers. A total of 398 teachers working at various educational levels participated in the study. It was observed that the goodness of fit values in the tested model was within acceptable limits. Prosocialness was found to be a full mediator between mindfulness and positive characteristics in teachers. When the findings of the study were examined, it was seen that it is important to study prosocialness and mindfulness in teaching among teachers and teacher candidates.

Keywords

Mindfulness, Model Testing, Prosocial Behavior, Teachers’ Positive Characteristic

Öğretimde Bilinçli Farkındalık ve Pozitif Öğretmen Özellikleri: Prososyal Davranışların Aracılığı

Abstract

Öğretmenlerin, bireylerin gelişimleri üzerindeki etkilerinin önemi sıklıkla vurgulanmakta; pozitif öğretmen özelliklerinin hem öğretmenler hem de öğrenciler üzerindeki olumlu etkileri kabul edilmektedir. Ancak pozitif öğretmen özelliklerinde etkili olan değişkenlere yönelik çalışmaların ağırlıklı olarak kişi-içi psikolojik süreçlerle ilgilendiği görülmektedir. Bu nedenle pozitif öğretmen özelliklerinde etkili olabilecek değişkenlerin kişilerarası ve eğitim ortamı bağlamında ele alınmasının pozitif öğretmen özelliklerine dair alanyazına katkı sağlayacağı düşünülmektedir. Bu çalışma, öğretimde bilinçli farkındalık ile öğretmenlerdeki olumlu özellikler arasındaki ilişkide prososyal davranışların aracı rolünü incelemektedir. Araştırmaya çeşitli eğitim kademelerinde görev yapan toplam 398 öğretmen katılmıştır. Yapısal eşitlik modelinin kullanıldığı bu çalışmada öğretimde bilinçli farkındalık ile pozitif öğretmenlik arasındaki ilişkide prososyal davranışların tam aracı olduğu bulgusuna ulaşılmıştır. Araştırmanın bulguları incelendiğinde, öğretmen yetiştirme ve hizmet içi eğitimlerinde öğretimde bilinçli farkındalık ve prososyal davranışlara yer verilmesinin önemli olduğu görülmüştür.

Keywords

Farkındalık, Model Testi, Prososyal Davranış, Olumlu Öğretmen Özellikleri

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