Mediating Role of Teachers’ Effective Communication Skills in the Relationship between Interpersonal Mindfulness and Subjective Well-Being

Authors

DOI:

https://doi.org/10.56059/jl4d.v10i3.709

Keywords:

interpersonal mindfulness, effective communication, subjective well-being, bootstrapping

Abstract

The purpose of this study is to determine whether teachers’ effective communication skills were a mediator in the relationship between interpersonal mindfulness and subjective well-being. 315 teachers participated in this study which was designed as a correlational model. Personal Information Form, Interpersonal Mindfulness Scale-TR (IMS-TR), Effective Communication Skills Scale (ECSS), Positive and Negative Emotion Scale (PANAS), and Life Satisfaction Scale (LSS) were used to collect data. To determine the mediating role of effective communication skills in the relationship between interpersonal mindfulness and subjective well-being, Bootstrapping method was applied. The results revealed that indirect effect of interpersonal mindfulness on subjective well-being via effective communication skills was statistically significant. Effective communication skills were a partial mediator in the relationship between interpersonal mindfulness and subjective well-being of teachers. Consequently, interpersonal mindfulness may enhance effective communication skills and owing to this rising subjective well-being may grow stronger.

Author Biographies

Esra Tekel, Afyon Kocatepe University

Dr. Esra Tekel is an Associate Professor in the Faculty of Education in Afyon Kocatepe University. She held a PhD in the department of Educational Sciences in Eskişehir Osmangazi University in 2018. She has taught courses in the Turkish Educational System and School Administration, Comparative Education and Clasroom Management in the Faculty of Education. In addition, she has taught research method courses, such as Statistics and Research Methods and mentors the Teaching Practicum. Her specialisation areas are ethics in education, teacher and school principal education and comparative education. Now she works in York University, Toronto, Canada, to conduct a project about ethics in educational administration for twelve months. Email: esracakmak88@hotmail.com (Orcid: https://orcid.org/0000-0003-4600-9900)

Seher Merve Erus

Dr. Seher Merve Erus works as an Associate Professor at Yıldız Technical University. In recent years, her research interests have focused on the study of interpersonal relationships, with a focus on mindfulness. She has conducted comprehensive research examining interpersonal mindfulness in marital relationships. She also has publications focusing on online counseling. Her research focus is on the effectiveness of online counseling and ethical processes, and actively lectures in courses such as family counseling, professional ethics and legal issues, psychological counseling theories in psychological counseling and guidance in undergraduate and graduate programs. Email: sehermerverus@gmail.com (Orcid: https://orcid.org/0000-0001-5308-3872)

Downloads

Published

2023-11-17

How to Cite

Tekel, E., & Erus, S. M. (2023). Mediating Role of Teachers’ Effective Communication Skills in the Relationship between Interpersonal Mindfulness and Subjective Well-Being. Journal of Learning for Development, 10(3), 452–463. https://doi.org/10.56059/jl4d.v10i3.709

Issue

Vol. 10 No. 3 (2023): ISSUE 3

Section

Case Studies

License

Copyright (c) 2023 Esra Tekel, Seher Merve Erus

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Authors who publish with this journal agree to the following terms:

    1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

 

    1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

 

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Received 2022-06-17
Accepted 2023-10-19
Published 2023-11-17