Page 16 - 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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ra Dolenc
eight studies demonstrated statistically significant decreases in job burnout
after mindfulness training among health care professionals and teachers. In
addition to state mindfulness, which assumes being mindful at a particular
time, mindfulness can be considered also a dispositional trait that refers to
the tendency to be mindful in everyday life, in which individuals may differ
from one another (Brown and Ryan 2003).
Among the different personal resources, resilience is also recognized as an
important protective factor that can significantly reduce stress and prevent
the development of burnout in teachers (Richards et al. 2016). Resilience can
be defined as an individual’s ability to maintain relatively stable and healthy
levels of functioning, and successfully cope with or recover from adverse situ-
ations (Connor and Davidson 2003; Fletcher and Sarkar 2013). Thus, resilience
is associated with positive adaptations of the person, despite past and/or
daily stressful circumstances or traumatic events (Luthar, Lyman, and Cross-
man 2014). Resilient teachers are thus able to persist through difficulties and
to cope effectively in various stressful situations while balancing their needs
and those of their students (Gloria, Faulk, and Steinhardt 2013). The concept
of resilience helps us understand why some teachers overcome adversity and
others succumb to the challenges of their profession. Despite the fact that
some personal characteristics are significantly related to resilience such as
persistence, passion, optimism, and life satisfaction (Fleming, Mackrain, and
LeBuffe 2013, 388), resilience is not an innate quality; rather, it can be under-
stood as a dynamic construct that emerges within the interplay between per-
sonal behaviours and skills (e.g. self-esteem and communication skills) and
social environment (e.g. social support and resources available in the work-
place and life). Therefore, resilience can be nurtured and developed (Richards
et al. 2016). A recent systematic review that analysed scientific outputs pub-
lished between 2016 and 2020 has shown that teachers who present high
levels of resilience manage to satisfactorily tackle the difficult situations they
are faced with at work. According to González-Valero and colleagues (2021),
this can be achieved through the cognitive reframing of potentially threat-
ening situations into personal challenges and growth.
Although past studies have recognized the importance of personal re-
sources such as resilience and mindfulness in reducing the risk of burnout,
there is a lack of such research in Slovenia. Additionally, previous studies
have mainly examined the effect of a single psychological construct on
burnout; however, there has been less research on the contribution of both
constructs in predicting burnout. The latter was investigated with respect to
certain professional groups such as first responders and health profession-
16
eight studies demonstrated statistically significant decreases in job burnout
after mindfulness training among health care professionals and teachers. In
addition to state mindfulness, which assumes being mindful at a particular
time, mindfulness can be considered also a dispositional trait that refers to
the tendency to be mindful in everyday life, in which individuals may differ
from one another (Brown and Ryan 2003).
Among the different personal resources, resilience is also recognized as an
important protective factor that can significantly reduce stress and prevent
the development of burnout in teachers (Richards et al. 2016). Resilience can
be defined as an individual’s ability to maintain relatively stable and healthy
levels of functioning, and successfully cope with or recover from adverse situ-
ations (Connor and Davidson 2003; Fletcher and Sarkar 2013). Thus, resilience
is associated with positive adaptations of the person, despite past and/or
daily stressful circumstances or traumatic events (Luthar, Lyman, and Cross-
man 2014). Resilient teachers are thus able to persist through difficulties and
to cope effectively in various stressful situations while balancing their needs
and those of their students (Gloria, Faulk, and Steinhardt 2013). The concept
of resilience helps us understand why some teachers overcome adversity and
others succumb to the challenges of their profession. Despite the fact that
some personal characteristics are significantly related to resilience such as
persistence, passion, optimism, and life satisfaction (Fleming, Mackrain, and
LeBuffe 2013, 388), resilience is not an innate quality; rather, it can be under-
stood as a dynamic construct that emerges within the interplay between per-
sonal behaviours and skills (e.g. self-esteem and communication skills) and
social environment (e.g. social support and resources available in the work-
place and life). Therefore, resilience can be nurtured and developed (Richards
et al. 2016). A recent systematic review that analysed scientific outputs pub-
lished between 2016 and 2020 has shown that teachers who present high
levels of resilience manage to satisfactorily tackle the difficult situations they
are faced with at work. According to González-Valero and colleagues (2021),
this can be achieved through the cognitive reframing of potentially threat-
ening situations into personal challenges and growth.
Although past studies have recognized the importance of personal re-
sources such as resilience and mindfulness in reducing the risk of burnout,
there is a lack of such research in Slovenia. Additionally, previous studies
have mainly examined the effect of a single psychological construct on
burnout; however, there has been less research on the contribution of both
constructs in predicting burnout. The latter was investigated with respect to
certain professional groups such as first responders and health profession-
16
