A bibliometrics review of the journal : science mapping the literature from 2012 to 2022.

This study conducts a bibliometric analysis using the Web of Science database on 1,950 articles published in the journal from 2012 to 2022. By constructing a knowledge graph, the research delineates the evolution, stages of development, and emerging trends in the field of mindfulness. Significant growth in the annual publication volume has been observed since 2012, with the research progression segmented into three distinct phases.

Empowering teachers through principals' emotional intelligence: Unlocking the potential of organizational citizenship behavior in Taiwan's elementary schools.

The organizational citizenship behavior (OCB) of teachers is crucial for effective school functioning, and accessing valuable resources from principals greatly influences this behavior. Grounded in the conservation of resources (COR) theory, this study explored how a principal's emotional intelligence (EI) and teachers' organizational trust (OT) impact teachers' OCB. A survey was conducted on 521 elementary teachers in Taiwan using established scales to measure the constructs.

"Same same" but different? Exploring the impact of perceived organizational support at the school and teacher levels on teachers' job engagement and organizational citizenship behavior.

All countries in the world are currently trying to implement educational reform, which increases the additional workload of teachers. It is more important to discuss how to inspire teachers' enthusiasm for educational reform from the perspective of organizational support (OS). Previous research on OS was limited to perceived organizational support (POS), but in recent years group-level OS has been considered the most promising.

Mindfulness as Moderator Against Emotional Exhaustion Due to Online Teaching During COVID-19 Pandemic: An Investigation Using Job Demands-Resources Model and Conservation of Resource Theory.

On the basis of the Conservation of Resource (COR) theory and using the Job Demands-Resources (JD-R) model, this study examines the relationships among job demands and job resources of online teaching (JD-OT and JR-OT), perceived instructional efficacy of OT (PIE-OT), mindfulness in teaching (MiT), and emotional exhaustion (EE) to understand the psychological stress experienced by teachers engaged in OT and how mindfulness has moderating effects on relieving anxiety and preventing burnout. A total of 476 teachers with OT experience completed online a self-report survey with items adapted from related scales. The hypotheses were validated using structural equation modeling.