Page 15 - Istenič Andreja, Gačnik Mateja, Horvat Barbara, Kukanja Gabrijelčič Mojca, Kiswarday Vanja Riccarda, Lebeničnik Maja, Mezgec Maja, Volk Marina. Ur. 2023. Vzgoja in izobraževanje med preteklostjo in prihodnostjo. Koper: Založba Univerze na Primorskem
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The Role of Mindfulness and Resilience in Predicting Job Burnout
The burnout process is often described as a mismatch between high
job and personal demands and low resources, most widely characterized
by emotional exhaustion, depersonalization (a cynical attitude toward the
job), and lack of personal accomplishment (Maslach and Leiter 2016). Several
job demands have been identified as important for understanding burnout
among teachers, including excessive workload, time pressure (Guidetti et
al. 2018), student misbehaviour (Aloe et al. 2014), role ambiguity and role
conflicts (Alyamy and Loh 2020). In terms of personal demands, some so-
ciodemographic factors (e.g. being younger, having less work experience;
Mousavy et al. (2012)) and personality traits (e.g. neuroticism; Genoud and
Waroux (2021)) were found to increase teachers? likelihood of experiencing
burnout. On the other hand, many resources associated with the work envi-
ronment and personal characteristics of teachers were also studied (Bakker,
Demerouti, and Sanz-Vergel 2014). Several authors indicated that perceived
social support in the workplace is a valuable job resource for teachers (e.g.
Langher, Caputo, and Ricci 2017) since it buffers the negative effects of de-
mands on stress and burnout. In terms of individual-level resources, person-
ality factors such as teaching efficacy (Eddy et al. 2020; Herman, Hickmon-
Rosa, and Reinke 2018), emotional regulation, and subjective well-being (Car-
roll et al. 2022) were associated with reduced teacher burnout. According
to Greenberg, Brown, and Abenavoli (2016), different coping strategies can
be effective at preventing or reducing stress and burnout, including phys-
ical activity, psychological relaxation or meditation, cognitive behavioural
approaches to improve active coping skills (e.g. cognitive restructuring), as-
sertiveness training, and goal-setting.
Results from broader psychology literature indicate that mindfulness may
be a highly valuable personal resource in dealing with stressful events and
improving mental health (Abenavoli et al. 2013; Menardo et al. 2022). Mind-
fulness is often defined as a state of active, open attention to the present mo-
ment; being mindful means observing one’s thoughts and feelings without
judging them as good or bad, rather accepting them as they are (Brown and
Ryan 2003). Research findings have shown that mindful states of teachers can
be promoted through intervention programmes (Lensen et al. 2021; Roeser
et al. 2013) such as mindfulness-based stress reduction (MBSR) developed
by Kabat-Zinn (2003). MBSR programmes have been shown to be effective
in improving emotional regulation skills. Teachers who possess these skills
build more supportive relationships with their students, show more mental
resilience, and experience more positive emotions and job satisfaction (Jen-
nings et al. 2017). In a systematic review (Luken and Sammons 2016), six of the
15
The burnout process is often described as a mismatch between high
job and personal demands and low resources, most widely characterized
by emotional exhaustion, depersonalization (a cynical attitude toward the
job), and lack of personal accomplishment (Maslach and Leiter 2016). Several
job demands have been identified as important for understanding burnout
among teachers, including excessive workload, time pressure (Guidetti et
al. 2018), student misbehaviour (Aloe et al. 2014), role ambiguity and role
conflicts (Alyamy and Loh 2020). In terms of personal demands, some so-
ciodemographic factors (e.g. being younger, having less work experience;
Mousavy et al. (2012)) and personality traits (e.g. neuroticism; Genoud and
Waroux (2021)) were found to increase teachers? likelihood of experiencing
burnout. On the other hand, many resources associated with the work envi-
ronment and personal characteristics of teachers were also studied (Bakker,
Demerouti, and Sanz-Vergel 2014). Several authors indicated that perceived
social support in the workplace is a valuable job resource for teachers (e.g.
Langher, Caputo, and Ricci 2017) since it buffers the negative effects of de-
mands on stress and burnout. In terms of individual-level resources, person-
ality factors such as teaching efficacy (Eddy et al. 2020; Herman, Hickmon-
Rosa, and Reinke 2018), emotional regulation, and subjective well-being (Car-
roll et al. 2022) were associated with reduced teacher burnout. According
to Greenberg, Brown, and Abenavoli (2016), different coping strategies can
be effective at preventing or reducing stress and burnout, including phys-
ical activity, psychological relaxation or meditation, cognitive behavioural
approaches to improve active coping skills (e.g. cognitive restructuring), as-
sertiveness training, and goal-setting.
Results from broader psychology literature indicate that mindfulness may
be a highly valuable personal resource in dealing with stressful events and
improving mental health (Abenavoli et al. 2013; Menardo et al. 2022). Mind-
fulness is often defined as a state of active, open attention to the present mo-
ment; being mindful means observing one’s thoughts and feelings without
judging them as good or bad, rather accepting them as they are (Brown and
Ryan 2003). Research findings have shown that mindful states of teachers can
be promoted through intervention programmes (Lensen et al. 2021; Roeser
et al. 2013) such as mindfulness-based stress reduction (MBSR) developed
by Kabat-Zinn (2003). MBSR programmes have been shown to be effective
in improving emotional regulation skills. Teachers who possess these skills
build more supportive relationships with their students, show more mental
resilience, and experience more positive emotions and job satisfaction (Jen-
nings et al. 2017). In a systematic review (Luken and Sammons 2016), six of the
15
