A Study on Mindfulness and Metacognition Among Special Educators - A Regional Cross Sectional Analysis

Context: Special educators often face complex challenges in developing individualized education plans for children with special needs, requiring constant monitoring, planning, and evaluation. Research has shown that mindfulness is related to psychological well-being, empathy, occupational burnout, and emotional intelligence and has been studied in various educational and clinical settings. However, there is limited research in the field of rehabilitation, where professionals deal with new challenges daily and need to develop new strategies for implementing their programs. Mindfulness is crucial for special educators to have awareness and acceptance, especially when working with children with special needs. Aims: This study aims to investigate the association between mindfulness and metacognition among special educators. Setting and Designs: The study design is a cross-sectional research design. Individuals who meet the inclusionary criteria were considered for the present study. Materials and Methods: Questionnaires were used to assess mindfulness by Brown and Ryan (2003) and metacognition developed by Schraw and Dennison (1994). Statistical Analysis: Correlation and regression analysis were used. Results: The findings suggest a strong correlation between mindfulness and metacognition among special educators ( r = 0.93, P < 0.01). Regression analysis revealed that mindfulness predicts metacognition, indicating that more mindful special educators are better able to regulate their thinking processes, potentially leading to more effective intervention programs for children with special needs. Conclusion: The study highlights the importance of mindfulness in the professional development of special educators and its potential impact on enhancing intervention programs for children with special needs. The findings conclude that mindfulness and metacognition play a vital role in the field of rehabilitation.