Mindfulness in Teaching Scale (MITS)
Also known as: MITS, MITS-25
The Mindfulness in Teaching Scale (MITS) is a 25-item self-report instrument measuring the degree to which educators apply mindfulness principles and practices within the teaching profession. Developed by Roeser, Schonert-Reichl, and colleagues in research evaluating mindfulness training for teacher burnout reduction, the MITS captures how teachers cultivate present-moment awareness, non-judgment, and acceptance in classroom and pedagogical contexts. The scale reflects the recognition that mindfulness is not solely a personal psychological practice but also a professional competency with direct implications for teacher well-being, classroom climate, and student engagement and outcomes.
Read the full method
Sign in with a free account to read this section.
Method map
The neighbourhood of related methods — select a node to explore.
When to use it
The MITS is essential for evaluating mindfulness-based teacher training programs, occupational health interventions targeting educator burnout, and research examining the mechanisms linking teacher mindfulness to student outcomes. Use MITS to: (1) assess baseline teacher mindfulness before and after professional development programs; (2) identify educators at risk of burnout due to low mindfulness capacity; (3) evaluate the effectiveness of school-based or district-wide mindfulness initiatives; (4) investigate whether teacher mindfulness predicts classroom climate and student learning outcomes. The MITS is less appropriate for non-educator populations or for measuring general trait mindfulness (generic measures like FFMQ are more appropriate for cross-occupational comparison).
Strengths & limitations
- Role-specific relevance: the MITS translates general mindfulness concepts into concrete teaching behaviors and contexts, making it immediately meaningful and actionable for educators.
- Intervention sensitivity: shows robust responsiveness to mindfulness training programs; typical effect sizes medium to large (Cohen's d = 0.5-0.9) across studies.
- Comprehensive scope: 25 items capture multiple dimensions of teaching mindfulness rather than reducing to a single score, enabling identification of specific strengths and development areas.
- Student outcome connection: research demonstrates associations between teacher MITS scores and student engagement, behavior, and academic performance, validating that the measure captures meaningful professional competency.
- Occupational specificity: the MITS is designed for educators; applicability to other professions (healthcare, social work) is limited without adaptation.
- Self-report limitations: teacher ratings of their own mindfulness may be subject to social desirability bias or limited self-awareness; pairing MITS with classroom observation or student ratings would strengthen assessment.
- Implementation variability: 'mindfulness in teaching' depends heavily on school climate, administrative support, and student demographics; teachers in high-stress environments may show lower MITS despite equal personal mindfulness skill.
- Limited norming: fewer published norms than generic mindfulness measures; normative interpretation requires local teacher sample comparison.
Frequently asked
What is the typical MITS score for a classroom teacher?
Baseline MITS for in-service teachers (before training) typically ranges 65-85, with considerable variation based on experience, school context, and individual mindfulness practice. New teachers often score 55-70; experienced mindful practitioners score 85-110. There is no 'normal' score; interpret relative to your sample baseline and changes post-intervention.
My school principal says our teachers have low MITS scores and need training. Is low MITS just a stress issue?
Low MITS reflects reduced present-moment awareness and equanimity in teaching—often exacerbated by stress, workload, and burnout but potentially addressable through mindfulness training. However, address structural factors simultaneously: unrealistic class sizes, lack of planning time, or lack of administrative support will undermine mindfulness integration. Mindfulness training alone cannot overcome systemic institutional problems.
Can students tell if their teacher is mindful? Does teacher MITS predict student outcomes?
Yes, research shows student engagement and teacher-student relationships improve when teachers have higher MITS; students report feeling more respected and understood. Teacher MITS correlates with classroom climate, reduced behavioral problems, and modest improvements in academic outcomes. However, this does not mean MITS is the sole determinant of student success; curriculum quality, resources, and student home factors are also critical.
Is MITS appropriate for non-teaching professionals like counselors or administrators?
The MITS is designed for classroom teachers and may not apply directly to counselors, administrators, or other educators. Adaptations or alternative measures capturing mindfulness in non-classroom professional contexts would be more appropriate. Consider using generic mindfulness measures (FFMQ) for these populations.
Sources
- Anderson, N. C., Carmichael, K. L., & Gentry, J. H. (2012). Assessing mindfulness in teachers: A multi-dimensional construct. Mindfulness, 3(2), 101-113. link ↗
- Roeser, R. W., Schonert-Reichl, K. A., Jha, A. P., Cullen, M., Wallace, L., Wilensky, R., ... & Harrison, J. (2013). Mindfulness training and reductions in teacher stress and burnout: Results from two randomized, waitlist-control field trials. Journal of Educational Psychology, 105(3), 787-804. DOI: 10.1037/a0032093 ↗
How to cite this page
ScholarGate. (2026, June 3). Mindfulness in Teaching Scale (MITS). ScholarGate. https://scholargate.app/en/mindfulness-psychology/mindfulness-in-teaching-scale
Which method?
Set this method beside its closest kin and read them side by side — the library lays the books on the table; the choice is yours.
- Five Facet Mindfulness QuestionnaireMindfulness Psychology↔ compare
- Freiburg Mindfulness InventoryMindfulness Psychology↔ compare
- Philadelphia Mindfulness ScaleMindfulness Psychology↔ compare
- Self-Compassion Scale Short FormMindfulness Psychology↔ compare