Metacognitive Awareness, Anxiety and Mindfulness in Special Educators and General Teachers

Abstract

The study aimed to compare and assess the relationship of mindfulness with metacognitive awareness and anxiety in special educators in comparison with general teachers. Sixty participants were recruited in 2 groups as per the defined criteria; 30 were special educators (SE) and 30 were general teachers (GT). The tools used in the study were: General Health Questionnaire, Metacognitive Awareness Inventory, State-Trait Anxiety Inventory. And Mindfulness Attention Awareness Scale. Assessment took 40 -50 minutes for each participant. Mindfulness and metacognitive awareness domains were correlated. Trait anxiety and mindfulness were negatively correlated in both SE and GT groups. The teacher training courses designed for teachers may incorporate mindfulness training to enhance metacognition and reduce anxiety.