Fostering and sustaining teacher resilience through integration of Eastern and Western mindfulness

Figures & data

Figure 1. Conceptual framework. Eastern mindfulness, Western mindfulness, and teacher resilience.

Table 1. Reliability and validity analysis of variables (N = 330)

Factors	No. of items	Mean	SD	AVE	CR	Cronbach alpha	Item	Factor loading
Eastern mindfulness	3	4.846	0.861	0.569	0.797	0.780	IM8. I rush through activities without being really attentive to them.	0.854
							IM9. I get so focused on the goal I want to achieve that I lose touch with what I’m doing right now to get there.	0.745
							IM10. I do jobs or tasks automatically, without being aware of what I’m doing.	0.651
Western mindfulness	4	5.461	0.863	0.638	0.875	0.870	NS2. I am very curious	0.824
							NS3. I try to think of new ways of doing things.	0.817
							NP2. I make many novel contributions.	0.752
							NP3. I am very creative.	0.799
Teacher resilience	3	3.967	0.627	0.614	0.826	0.820	IR2. I successfully manage a high workload for long periods of time.	0.736
							IR3. I resolve crises competently at work.	0.859
							IR4. I reevaluate my performance and continually improve the way I do my work.	0.751

Figure 2. Simplified AMOS results.

Note: Coefficient significant level at **p < .001, *p < .05.

Figure 3. Process of fostering and sustaining teacher resilience through mindfulness.