On the journey from cognizance toward thriving: Iranian EFL teachers' engagement in reflective practice and professional development: the mediating effect of teacher mindfulness

This study investigated the crucial role of teaching in society and the inquiry into effective teaching qualities. It underscored the prominence of mindfulness in teaching, as well as the ongoing process of reflective practice within the realm of EFL educators. The research aimed to create a model illuminating the relationships between EFL teachers' reflective practice, teacher mindfulness, and professional development. It also delved into the mediating role of teacher mindfulness in this context. To attain this research objective, a convenience sampling method was utilized, leading to the selection of 150 EFL teachers from private language institutions across different provinces in Iran. Employing a quantitative methodology three distinct questionnaires were utilized to gather data. Subsequently, the information was examined through the application of Partial Least Squares Structural Equation Modeling (PLS-SEM). The structural model evaluation indicated significant path coefficients reinforcing all research hypotheses, with mindfulness functioning as a significant mediator between reflective practice and professional development. It is implied that there is a conspicuous emphasis on integrating mindfulness and reflective practices into educational policies and curricula to cultivate continuous growth and development among teachers.