Mindfulness in teaching as a mediator between higher education teachers’ teaching and well‑being

Abstract

Objectives: Although numerous studies within the school context have empirically demonstrated the positive effects of mindfulness on teachers’ well-being and teaching practices, research on its impact in higher education (HE) remains relatively limited. The present study draws on the Job Demands-Resources model to examine the mediating effect of mindfulness on the relationships between approaches to teaching and engagement, burnout, and job satisfaction. Methods: The cross-sectional survey data came from 110 Finnish HE teachers from universities of applied sciences and research universities, based on two separate cross-sectional samples. The research questions were investigated with linear regression and two types of mediation analyses: quasi-Bayesian and Structural Equation Modeling (SEM). Results: Unreflective teaching (lack of pedagogical awareness) emerged as a risk factor, linked to higher burnout, lower engagement and job satisfaction. Moreover, lack of pedagogical awareness was associated with lower well-being outcomes, partly through lower levels of mindfulness in teaching. Conclusions: Findings suggest that mindfulness is an important mechanism for promoting HE teachers’ well-being together with teaching skills, particularly pedagogical awareness. In line with this, integrating mindfulness-based interventions with teaching development may be a valuable resource in the HE context.