Differentiation of Self and Mindfulness in Teachers: Serial Mediation by Emotion Regulation Difficulties and Patience

This study aims to examine the relationship between differentiation of self and mindfulness in teaching among teachers, as well as the serial mediating roles of difficulties in emotion regulation and teacher patience in this relationship. The sample of the study consists of 239 teachers working in public and private schools in Türkiye. Structural Equation Modeling results indicated that mindfulness in teaching is positively associated with teacher patience and differentiation of self and negatively associated with difficulties in emotion regulation. The findings revealed that differentiation of self does not have a direct effect on mindfulness in teaching or patience; rather, the relationship between these variables is mediated by difficulties in emotion regulation and patience. According to the model, differentiation of self strongly and negatively predicts difficulties in emotion regulation; difficulties in emotion regulation negatively affect patience, while patience positively influences mindfulness in teaching. In conclusion, the development of teachers’ professional mindfulness appears to depend not only on cognitive processes but also on emotional and relational processes such as emotion regulation capacity and patience. These findings highlight the importance of incorporating emotion regulation skills into teacher education programs and suggest that mindfulness-based interventions have the potential to enhance both teachers’ well-being and their effectiveness in the classroom. Cite this article as: Sönmez, İ., Çavuş, F. Z., & Güler, Ç. Y. (2026). Differentiation of self and mindfulness in teachers: serial mediation by emotion regulation difficulties and patience. HAYEF: Journal of Education, 23, 0064, doi:10.5152/hayef.2026.26064.