Chinese kindergarten teachers' mindfulness in teaching and preschoolers' social skills: the chain mediation of teacher self-efficacy and teacher-student relationships

Mindfulness in teaching (MIT) has been increasingly recognized for its potential to enhance student outcomes. This study investigates whether kindergarten teachers' MIT promotes preschoolers' social skills through a chain mediation model involving teacher self-efficacy and teacher-student relationships, with a particular focus on differences between novice and experienced teachers. Data from 139 Chinese kindergarten teachers (78 novice, 61 experienced) indicate that MIT positively predicts preschoolers' social skills. However, the chain mediation effect-where MIT enhances self-efficacy, fostering positive teacher-student relationships that improve preschoolers' social skills-was significant only for novice teachers. This study is the first to empirically demonstrate the impact of MIT on preschoolers' social skills through a chain mediation model, emphasizing its importance for novice teachers. Findings offer theoretical and practical implications for early childhood education, particularly in designing targeted teacher training programs.