The Mediating Role of Empathy in the Relationship Between Mindfulness and Psychological Well-Being Among Special Education Teachers: Implications for Occupational Mental Health.
Hiam M Alaoufi, Ahmed Mohamed Gadelrab Abouzaid, Salwa R Saleh, Mahmoud Mohamed Eltantawy
Healthcare August 4, 2026 DOI: 10.3390/healthcare14152396 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Cross-sectional quantitative predictive correlational study Peer reviewed |
|---|---|
| Sample size | 259 |
| Population | Special education teachers in Riyadh, Saudi Arabia |
| Measures | Ryff's Psychological Well-Being Scale, Five-Facet Mindfulness Questionnaire short form, Empathy Scale for Teachers |
| Topics | Meditation |
| Keywords | Mental health Psychological well-being Special education Empathy Teacher |
| Key findings | Special education teachers in Riyadh reported high levels of psychological well-being. Mindfulness and empathy accounted for significant variance in psychological well-being, and empathy partially mediated the relationship between mindfulness and psychological well-being. |
Abstract
Background/Objectives: Psychological well-being is an important indicator of occupational mental health among special education teachers, as it is closely associated with work engagement, professional performance, and attitudes toward students with disabilities. Despite its importance, limited research has examined factors associated with psychological well-being among special education teachers in Arab contexts. Therefore, this study examined the level of psychological well-being among special education teachers and investigated the relative contributions of mindfulness and empathy. In addition, the study tested the mediating role of empathy in the relationship between mindfulness and psychological well-being.
Methods: A cross-sectional quantitative predictive correlational design was employed with a sample of 259 special education teachers in Riyadh, Saudi Arabia. Data were collected using an Arabic-adapted version of Ryff's Psychological Well-Being Scale, the short form of the Five-Facet Mindfulness Questionnaire, and the Empathy Scale for Teachers. Path analysis was conducted to test a partial mediation model examining the mediating role of empathy in the relationship between mindfulness and psychological well-being.
Results: The findings indicated high levels of psychological well-being among special education teachers. Mindfulness and empathy accounted for significant variance in psychological well-being, and path analysis showed that empathy partially mediated the relationship between mindfulness and psychological well-being.
Conclusions: These findings highlight the potential importance of mindfulness and empathy in relation to the psychological well-being of special education teachers and suggest the value of giving greater attention to these dimensions in pre-service preparation and ongoing professional support programs. The study also contributes context-specific evidence from Saudi Arabia to the literature on teacher well-being in special education.
Comparable studies
Other cross-sectional and survey studies on meditation, most cited first.
| Study | Year | Design | Participants |
|---|---|---|---|
| Construct Validity of the Five Facet Mindfulness Questionnaire in Meditating and Nonmeditating Samples Experienced meditators and nonmeditating comparison groups | 2008 | Cross-sectional study | |
| Neural Correlates of Dispositional Mindfulness During Affect Labeling Adult participants | 2007 | Observational cross-sectional | n = 27 |
| Assessing mindfulness in children and adolescents: Development and validation of the Child and Adolescent Mindfulness Measure (CAMM). School-aged children and adolescents | 2011 | Cross-sectional validation study | n = 1,413 |
| Mindfulness and self-compassion as predictors of psychological wellbeing in long-term meditators and matched nonmeditators Experienced meditators and demographically matched nonmeditators | 2012 | Cross-sectional study | n = 152 |
| Mechanisms of Action in the Inverse Relationship Between Mindfulness and Psychological Distress Undergraduates | 2008 | Cross-sectional, correlational |
Citations in the library
Cites 9
- Using Self-Report Assessment Methods to Explore Facets of Mindfulness Assessment January 27, 2006
- Mindfulness: A proposed operational definition. Clinical Psychology Science and Practice 2004
- Mindfulness: Theoretical Foundations and Evidence for its Salutary Effects Psychological Inquiry October 19, 2007
- Mindfulness for Teachers: A Pilot Study to Assess Effects on Stress, Burnout, and Teaching Efficacy Mind, Brain, and Education August 16, 2013
- Mindfulness and self-compassion as predictors of psychological wellbeing in long-term meditators and matched nonmeditators The Journal of Positive Psychology April 11, 2012
and 4 more in the library