Background: This study aimed to evaluate the psychometric properties of the Arabic version of the Mindful Attention Awareness Scale (MAAS) and to examine its relationship with job satisfaction among Special Education teachers in the United Arab Emirates (UAE). While the MAAS has previously been validated in Saudi Arabia, its associations with job satisfaction among teachers in the UAE context had not yet been investigated.
Method: Two studies were conducted with a combined sample of 519 Special Education teachers. In the first study (n = 153), confirmatory factor analysis (CFA) was performed to test the factor structure and reliability of the MAAS. In the second study, both the MAAS and a validated Arabic job satisfaction scale from Jordan were administered to explore the relationship between mindfulness and job satisfaction.
Results: CFA supported the unidimensional structure of the MAAS with strong fit indices and excellent internal consistency. Findings revealed a significant positive correlation between mindfulness and job satisfaction. Regression analyses indicated that mindfulness and gender together explained 20.8% of the variance in job satisfaction, with male teachers reporting higher levels than females. In contrast, years of experience and educational level were not significant predictors.
Conclusion: The findings validate the use of the Arabic MAAS among UAE Special Education teachers and highlight the importance of mindfulness as a contributing factor to job satisfaction. Promoting mindfulness practices within educational institutions may enhance teachers' well-being, satisfaction, and overall effectiveness.