The role of gender and mindfulness in teaching in the relationship between self-efficacy and work engagement among teachers

The study examines the mediating role of mindfulness in teaching in the relationship between teachers’ self-efficacy and work engagement, as well as the moderating role of gender in the interplay of these variables. The convenience sample consisted of 250 teachers from Serbia (176 women, 74 men). Data were collected through online surveys and direct administration. The Teacher Mindfulness Scale, measuring teacher intrapersonal and interpersonal mindfulness, the short form of the Teacher SelfEfficacy Scale, and the Work Engagement Scale were used. Parallel mediation and moderated parallel mediation analyses were applied. The results confirm a significant direct effect of teachers’ self-efficacy on intrapersonal and interpersonal mindfulness, as well as on work engagement. Intrapersonal mindfulness was a significant mediator of the relationship between self-efficacy and work engagement. Gender moderated the relationship between self-efficacy and work engagement, with this effect being stronger among men. The indirect effect of self-efficacy on work engagement through interpersonal mindfulness was significant only among female participants. The findings suggest the need for gender-specific teacher professional development programs.