The Role of Affect Regulation in Linking Mindfulness in Teaching and Teachers’ Job Satisfaction: Contrasting One-to-One and Classroom Teaching

Miguel Barata-Gonçalves (), Carlos Carona, Luís Pires, Pedro Gaspar, Margarida Pedroso de Lima and Albertina L. Oliveira
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Miguel Barata-Gonçalves: Center for Research in Neuropsychology and Cognitive-Behavioral Intervention, Faculty of Psychology and Educational Sciences, University of Coimbra, 3000-115 Coimbra, Portugal
Carlos Carona: Center for Research in Neuropsychology and Cognitive-Behavioral Intervention, Faculty of Psychology and Educational Sciences, University of Coimbra, 3000-115 Coimbra, Portugal
Luís Pires: Center for Research in Neuropsychology and Cognitive-Behavioral Intervention, Faculty of Psychology and Educational Sciences, University of Coimbra, 3000-115 Coimbra, Portugal
Pedro Gaspar: Sri Aurobindo International Institute of Educational Research (SAIIER), Bharat Nivas, Auroville 605002, India
Margarida Pedroso de Lima: Center for Research in Neuropsychology and Cognitive-Behavioral Intervention, Faculty of Psychology and Educational Sciences, University of Coimbra, 3000-115 Coimbra, Portugal
Albertina L. Oliveira: Center for Interdisciplinary Studies (CEIS20), Faculty of Psychology and Educational Sciences, University of Coimbra, 3000-115 Coimbra, Portugal

Social Sciences, 2025, vol. 14, issue 3, 1-20

Abstract: The teaching profession and its associated conditions are demanding, exposing teachers to significant stress that adversely impacts mental health and job satisfaction. Moreover, research indicates that mindfulness in teaching correlates with positive classroom emotions and work engagement, suggesting a potential link to job satisfaction. However, the mechanisms underlying this relationship remain underexplored. Recognizing the critical role of affect regulation in teachers’ professional adaptation, this study examined the direct and indirect effects of mindfulness in teaching on job satisfaction via positive and negative affect. A sample of 1098 teachers (906 classroom teachers and 191 one-to-one instrumental/vocal teachers; M age = 48.4 years; 77% women) completed self-report measures of mindfulness in teaching, positive and negative affect, and job satisfaction. Mediation analysis using SPSS Process macro demonstrated that mindfulness in teaching enhances job satisfaction by increasing positive affect and reducing negative affect. Moderated mediation analysis revealed these findings were consistent across both teaching modalities. These results suggest that lifelong education for teachers through mindfulness-based professional development programs within a broader affect regulation framework may effectively enhance job satisfaction in both classroom and one-to-one teaching contexts.

Keywords: teacher job satisfaction; mindfulness in teaching; affect regulation; classroom teaching; one-to-one instrumental/vocal teaching; teacher professional development; lifelong education (search for similar items in EconPapers)
JEL-codes: A B N P Y80 Z00 (search for similar items in EconPapers)
Date: 2025
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