The relationship between preschool teacher trait mindfulness and teacher-child relationship quality: the chain mediating role of emotional intelligence and empathy

Abstract

The teacher-child relationship plays an important role in children's future development. However, the existing research mainly focuses on the influence of preschool teachers' external conditions on the teacher-student relationship, while the research on the influence of teachers' internal psychological characteristics on the teacher-student relationship is relatively lacking. In this study, three hundred and seventeen preschool teachers were tested were tested with Five Facet Mindfulness Questionnaire, Emotional Intelligence Scale, Chinese Interpersonal Response Index, and Teacher-student Relationship Scale. The results showed that trait mindfulness positively predicted the quality of parent-teacher relationship (β = 0.173, p = 0.026). Emotional intelligence played a mediating role in trait mindfulness and teacher-child relationship quality (β = 0.118, p = 0.004), and empathy played a mediating role in trait mindfulness and teacher-child relationship quality (β = 0.112, p = 0.001). Meanwhile, emotional intelligence and empathy played a chain mediating role in trait mindfulness and parent-teacher relationship quality (β = 0.044, p = 0.038). On the one hand, this study enriches attachment theory. The conclusions of this study verify the diversity of proximal factors in attachment theory, and confirm the influence of teachers' own characteristics and abilities on the teacher-child relationship quality. On the other hand, by exploring the factors affecting the teacher-child relationship quality, we can find ways to improve teacher-child relationship from a new perspective, and then provide some new methods and approaches for improving the quality of preschool teacher-child relationship.

Exploring positive teacher-student relationships: the synergy of teacher mindfulness and emotional intelligence

“…Teachers with high emotional intelligence are better positioned to empathize with their students’ experiences, build trust, and foster positive emotional connections ( Mérida-López and Extremera, 2017 ). Emotional intelligence has been found to contribute significantly to teacher-student relationship quality, supporting the idea that it may serve as a mediator in the relationship between teacher mindfulness and teacher-student interactions ( Wang et al, 2023 ).…”

“…Although the concept of mindfulness is neither intrinsically spiritual nor religious, the first accounts of it came from Buddhist teachings ( Olendzki, 2005 ). Eastern Buddhism is where mindfulness initially emerged, and Western psychologists later adapted it to psychology to help people deal with their negative feelings as well as their stress ( Grabovac et al, 2011 ; Wang et al, 2023 ). According to Brown and Ryan (2003) , the term “mindfulness” is related to an extremely focused attention state in which people keep their concentration on an ongoing incident or situation and embrace it without reservation.…”

“…It enables teachers to maintain a heightened level of focus, a deep understanding of the learning process, and a nuanced awareness of classroom dynamics. These qualities, as research suggests, can lead to a reduction in teachers’ stress and despair, consequently enhancing their interactions with students ( Becker et al, 2017 ; Wang et al, 2023 ). Moreover, according to Braun et al (2019) , mindfulness emerges as a robust predictor of instructors’ professional well-being and their capacity for effective classroom management.…”

“…Educators with elevated emotional intelligence may demonstrate a heightened awareness of their students’ emotional states, fostering increased empathy and attentiveness during their interactions ( Pozo-Rico and Sandoval, 2020 ; Valente and Lourenço, 2020 ). Emotional intelligence has been linked to improved teacher-student relationships ( Chamizo-Nieto et al, 2021 ), as instructors with greater emotional intelligence may better navigate conflicts and provide appropriate emotional support to their students ( Mérida-López and Extremera, 2017 ; Wang et al, 2023 ).…”

The relationship between trait mindfulness and inclusive education attitudes of primary school teachers: a multiple mediating model

“…The scale was developed by Davis (1980) , the Chinese version of the scale was translated and validated by Siu and Shek (2005) . This scale has been widely used in previous studies in Chinese populations ( Wang et al, 2023 ). The Chinese Interpersonal Response Index consists of three subscales: Fantasy, Empathetic Concern, and Personal Distress.…”