Page 17 - 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
als (Kaplan et al. 2017; Montero-Marin et al. 2015) but not education profes-
sionals. Therefore, the objective of this study was to investigate the level of
burnout, resilience, and mindfulness among primary school teachers and
the relationship between these variables. The main goal was to examine the
degree to which mindfulness and resilience together predict work-related
burnout in teachers. We were also interested in finding out how teaching
experience is related to burnout, mindfulness, and resilience. Previous find-
ings have yielded inconclusive results regarding the relationship between
teacher burnout and length of service: some report a positive correlation
(Dias, Peixoto, and Cadime 2021), others a negative one (Turtulla 2017), and
still others no correlation (Galanakis et al. 2020).
Since two instruments (for assessing burnout and resilience) were trans-
lated into Slovenian for this study, we also verified their factor structure.
Methods
Participants
The study included 194 teachers (1st to 5th grade) employed in primary
schools in various Slovenian statistical regions. The age of the participants
was between 24 and 57 years (M = 37.34; SD = 9.59), and their work experi-
ence in education ranged between 1 and 35 years (M = 12.63; SD = 8.94). The
research sample consisted of 97.4 women.
Instruments
In addition to sociodemographic data (gender, age, years of employment at
current organization), participants completed the following measurement
tools:
– The Mindful Attention Awareness Scale (MAAS) (Brown and Ryan 2003) is
a 15-item scale designed to assess a core characteristic of dispositional
mindfulness, namely, open or receptive awareness of and attention to
what is taking place in the present. Response options ranged from 1
(almost never) to 6 (almost always). Example items include ‘I find it dif-
ficult to stay focused on what’s happening in the present,’ ‘I could be
experiencing some emotion and not be conscious of it until some time
later,’ and ‘I do jobs or tasks automatically, without being aware of what
I’m doing.’ Responses were averaged to create a composite score of
mindfulness. Higher scores indicated higher levels of mindfulness. The
original MAAS (Brown and Ryan 2003) and other language adaptations
of the scale (Kotzé and Nel 2016; Soler et al. 2012) showed strong psy-
17
als (Kaplan et al. 2017; Montero-Marin et al. 2015) but not education profes-
sionals. Therefore, the objective of this study was to investigate the level of
burnout, resilience, and mindfulness among primary school teachers and
the relationship between these variables. The main goal was to examine the
degree to which mindfulness and resilience together predict work-related
burnout in teachers. We were also interested in finding out how teaching
experience is related to burnout, mindfulness, and resilience. Previous find-
ings have yielded inconclusive results regarding the relationship between
teacher burnout and length of service: some report a positive correlation
(Dias, Peixoto, and Cadime 2021), others a negative one (Turtulla 2017), and
still others no correlation (Galanakis et al. 2020).
Since two instruments (for assessing burnout and resilience) were trans-
lated into Slovenian for this study, we also verified their factor structure.
Methods
Participants
The study included 194 teachers (1st to 5th grade) employed in primary
schools in various Slovenian statistical regions. The age of the participants
was between 24 and 57 years (M = 37.34; SD = 9.59), and their work experi-
ence in education ranged between 1 and 35 years (M = 12.63; SD = 8.94). The
research sample consisted of 97.4 women.
Instruments
In addition to sociodemographic data (gender, age, years of employment at
current organization), participants completed the following measurement
tools:
– The Mindful Attention Awareness Scale (MAAS) (Brown and Ryan 2003) is
a 15-item scale designed to assess a core characteristic of dispositional
mindfulness, namely, open or receptive awareness of and attention to
what is taking place in the present. Response options ranged from 1
(almost never) to 6 (almost always). Example items include ‘I find it dif-
ficult to stay focused on what’s happening in the present,’ ‘I could be
experiencing some emotion and not be conscious of it until some time
later,’ and ‘I do jobs or tasks automatically, without being aware of what
I’m doing.’ Responses were averaged to create a composite score of
mindfulness. Higher scores indicated higher levels of mindfulness. The
original MAAS (Brown and Ryan 2003) and other language adaptations
of the scale (Kotzé and Nel 2016; Soler et al. 2012) showed strong psy-
17
