Development and preliminary validation studies of the Mindfulness Skills in Teaching Questionnaire among one-to-one instrumental and vocal teachers

This study presents the development and first validation studies of the Mindfulness Skills in Teaching Questionnaire (MSTQ), a self-report tool assessing teachers’ perceived mindfulness during instruction. In the first study, exploratory factor analysis (N=126) supported a two-factor structure: Teacher Intrapersonal Mindfulness and Teacher Interpersonal Mindfulness. In the second study, confirmatory factor analysis (N=259) indicated good model fit. Comparisons with the Cognitive and Affective Mindfulness Scale-Revised adapted for teaching highlight the MSTQ’s domain specificity. The MSTQ shows robust psychometric properties for assessing mindfulness skills in one-to-one teaching settings, with implications for research in teacher well-being and professional development.