The Mediating Role of Resilience in the Relationship Between Mindfulness and Creative Teaching Self-efficacy among Special Needs Teachers in Inclusive Classrooms

This study aims to explore The mediating role of Resilience in the relationship between mindfulness and creative teaching self-efficacy among special needs teachers in inclusive classrooms. A correlational design was employed. The relationships between the research variables were analyzed in the form of examining the paths of a structural equation model. The study population included teachers of Special Education and Integration. 200 teachers were selected using the convenience sampling method. The results of structural equation modeling showed that mindfulness directly and positively predicts creative self-efficacy in teachers in inclusive classrooms. The results of structural equation modeling also showed that mindfulness directly and positively predicted resilience in teachers in inclusive classrooms. Another finding showed that resilience directly and positively predicted creative self-efficacy in special needs teachers in inclusive classrooms.