20.500.12556/DiRROS-23459 Mindfulness and teachers’ diversity awareness indirect effect of mindful teaching in a sample of in-service teachers The question of addressing the diversity of students is one of the most pressing challenges for teachers. Practicing mindfulness can serve as a valuable support mechanism for teachers navigating situations that challenge diversity awareness. In this study, we test the indirect effect of mindfulness in teaching on the relationship between mindfulness and diversity awareness. We operationalise mindfulness in teaching through its interpersonal and intrapersonal dimension and diversity awareness through teachers’ self-efficacy in teaching in diverse settings, their cultural beliefs, and their’ flexibility/openness. We use data from a Slovene sample form the HAND IN HAND: Empowering Teachers Across Europe to Deal with Social, Emotional and Diversity Related Career Challenges (HAND:ET) project (N = 207; 94.2% females). The path analyses showed: (i) direct paths between mindfulness and all indicators of diversity awareness; (ii) direct paths between mindfulness and the intrapersonal dimension of mindfulness in teaching (but not the interpersonal dimension); (iii) direct paths from dimensions of mindfulness in teaching to indicators of diversity awareness; and (iv) significant indirect paths leading from mindfulness thorough the intrapersonal dimension of mindfulness in teaching to indicators of diversity awareness. Implications for research and practice in regard to teachers’ professional development are discussed. education teachers mindfulness diversity awareness Slovenia vzgoja in izobraževanje učitelji čuječnost zavest o raznolikosti Slovenija true false false Angleški jezik Slovenski jezik Neznano 2025-09-02 15:03:15 2025-09-02 15:03:15 2025-10-24 03:54:23 0000-00-00 00:00:00 2025 0 0 Nasl. z nasl. zaslona; Opis vira z dne 27. 8. 2025; Spletna objava 25. 8. 2025; Članek št. 164; str. 1-17 Vol. 28 2025 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 2025-01-01 37.016(497.4):159.95 1573-1928 10.1007/s11218-025-10111-y 246818307 https://link.springer.com/article/10.1007/s11218-025-10111-y?utm_source=rct_congratemailt&utm_medium=email&utm_campaign=oa_20250825&utm_content=10.1007/s11218-025-10111-y Odprti dostop 1 31c64fcb-87fd-11f0-9bb7-001a4af901a5 https://dirros.openscience.si/Dokument.php?lang=slv&id=34697 RAZ_Kozina_Ana_2025.pdf RAZ_Kozina_Ana_2025.pdf 1 46279345ED8DAF23BC9D97DAA1FB6ADB 9cbfb95ee55aa45ebfbefee17fa5f6f38ab1776ec7fbc638333cf4e60831cb28 7dcc36dc-87fd-11f0-9bb7-001a4af901a5 https://dirros.openscience.si/Dokument.php?lang=slv&id=34698 Pedagoški inštitut 0 0 0