Afaf S. Almohammadi ^*

• King Saud University, Riyadh, Saudi Arabia

Objectives: This study aims to determine the relationship between mindfulness, self-esteem, and decision-making. This study especially examined the relationship between mindfulness and decision-making, with self-esteem as a mediator and experience as a moderator among teachers in Saudi Arabia.A survey was completed by 525 teachers (67.8% were females and 32.2% were males, average age= 38.25, SD = 8.72) in Saudi Arabia. Participants were selected from public and private Arabic-speaking schools. They were chosen through direct contact with schools in Riyadh. Using the snowball spreading techniques, the teachers were recruited from elementary, middle, and high schools. Adolescent and Adult Mindfulness Scale (AAMS), Rosenberg Self-Esteem Scale were used to obtain information on the variables. Making Scale -and Decision (RSES), Results: Mindfulness was significantly and positively correlated with decision-making and positive self-esteem, and negatively correlated with negative self-esteem. Decision-making was significantly positively correlated with positive self-esteem, and negatively correlated with negative self-esteem. Moreover, positive self-esteem partially mediated the relation between mindfulness and decision-making, with an indirect effect. However, mindfulness was not predicted by decisionmaking through negative self-esteem. A multi-group analysis showed that the mediational model was moderated by high teaching experience.The results provide evidence that mindfulness and self-esteem associate with decision-making. Self-esteem and mindfulness for teachers increases their awareness of the problems they face daily in the classroom. Additionally, more experienced teacher are more confident and portrayed better decision-making skills.