The Relationship between Mindfulness and Creative Self-efficacy in School Teachers with Special Needs: The Mediating Role of Psychological Resilience

The aim of this study was to determine the mediating role of psychological resilience in the relationship between mindfulness and creative self-efficacy of teachers in exceptional schools in Yazd in the academic year 2020-2021. The present study is a correlational study in which the relationships between research variables were analyzed in the form of examining the paths of a causal model. The study population was all teachers of exceptional schools in Yazd. The available sampling method was used to select 200 teachers from the population. The research instruments are Connor and Davidson Resilience Questionnaire (CD-RISC), Langer Mindfulness Questionnaire for teachers, and Creative Self-Efficacy Questionnaire (CSEQ). The results showed that the psychological resilience hypothesis has a mediating role in the relationship between mindfulness and creative self-efficacy of teachers in exceptional schools in Yazd city. Mindfulness also, directly and indirectly, predicts creative self-efficacy in exceptional school teachers through its mediating role. Mindfulness also directly predicts resilience in exceptional school teachers, and resilience directly predicts creative self-efficacy in exceptional school teachers. It can be concluded that psychological resilience has a mediating role in the relationship between mindfulness and creative self-efficacy of teachers in exceptional schools in Yazd.