Mediating Role of Teachers’ Effective Communication Skills in the Relationship between Interpersonal Mindfulness and Subjective Well-Being

Abstract

The purpose of this study is to determine whether teachers’ effective communication skills were a mediator in the relationship between interpersonal mindfulness and subjective well-being. Three hundred and fifteen teachers participated in this study, which was designed as a correlational model. The Personal Information Form, Interpersonal Mindfulness Scale-TR (IMS-TR), Effective Communication Skills Scale (ECSS), Positive and Negative Affect (PANAS), and Life Satisfaction Scale (LSS) were used to collect data. To determine the mediating role of effective communication skills in the relationship between interpersonal mindfulness and subjective well-being the bootstrapping method was applied. The results revealed that the indirect effect of interpersonal mindfulness on subjective well-being via effective communication skills was statistically significant. Effective communication skills were a mediator in the relationship between interpersonal mindfulness and the subjective well-being of teachers. Consequently, interpersonal mindfulness may enhance effective communication skills and, owing to this, rising subjective well-being may grow stronger.