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bibo:abstract "Inclusive school teachers face substantial academic and emotional demands while\r\nsupporting both regular students and students with special needs, which may affect\r\ntheir subjective well-being. Therefore, this study, entitled \"Self-Compassion as a\r\nMediator in the Relationship between Mindfulness and Subjective Well-Being\r\namong Inclusive School Teachers in the Special Region of Yogyakarta,\" aimed to\r\nexamine the mediating role of self-compassion in the relationship between\r\nmindfulness and subjective well-being. This study employed a quantitative\r\napproach using purposive sampling involving 121 inclusive school teachers from\r\nkindergarten to junior high school in the Special Region of Yogyakarta. The\r\ninstruments included the Mindfulness in Teaching Scale Indonesia (MTS-I), a\r\nmodified Self-Compassion Scale (SCS), the Satisfaction with Life Scale (SWLS),\r\nand the Positive and Negative Affect Schedule (PANAS). Data were analyzed using\r\nmediation analysis through the MedMod module in Jamovi with 5,000 bootstrap\r\nresamples. The results indicated that mindfulness was positively and significantly\r\nassociated with self-compassion, whereas self-compassion was not significantly\r\nassociated with either satisfaction with life or positive and negative affect,\r\nindicating that self-compassion did not mediate the relationship between\r\nmindfulness and subjective well-being. These findings suggest that the relationship\r\nbetween mindfulness and subjective well-being among inclusive school teachers\r\nmay be explained by other psychological mechanisms beyond self-compassion."^^xsd:string;
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