Page 20 - 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
P. 20
ra Dolenc
Table 1 Reliability for BRS, CBI-W and MAAS Scales
Item αω
BRS . .
CBI-W . .
MAAS . .
Notes BRS – Brief Resilience Scale, CBI-W – Copenhagen Burnout Inventory, MAAS – Mindful
Attention Awareness Scale.
Table 2 Descriptive Statistics and Reliability of the BRS, CBI-W and MAAS Scales
Item Min Max M SD pK − S#
BRS . . . . <.
CBI-W . . . . <.
MAAS . . . . .
Notes BRS – Brief Resilience Scale, CBI-W – Copenhagen Burnout Inventory, MAAS – Mindful
Attention Awareness Scale, – significance of the Kolmogorov-Smirnov test.
loadings ranging from 0.56 to 0.80. EFA was also used to determine the factor
structure of the CBI-W scale. The value of the KMO was 0.90, indicating the
suitability of the respondent data for factor analysis. Bartlett’s test was signif-
icant (χ2 = 964.84, p < 0.001). A single-factor solution accounted for 71.27 of
the total variance with item loadings ranging from 0.75 to 0.86.
The reliability coefficients of the instruments are presented in table 1. Alpha
and omega coefficients were above 0.80 for all three scales, indicating their
appropriate internal consistency in the sample of Slovenian teachers.
Basic descriptive statistics for the studied variables are presented in table
2. According to arithmetic means, participants reported a relatively low level
of work-related burnout (M = 2.43, SD = 0.88) and a relatively high level of
mindfulness (M = 4.37, SD = 0.84), whereas the resilience score was slightly
above the midpoint of the rating scale (M = 3.45, SD = 0.73). The Kolmogorov-
Smirnov test revealed that most of the data did not follow a normal distribu-
tion, therefore nonparametric statistics were performed in further analyses.
The Kruskal-Wallis test (table 3) revealed differences in mindfulness be-
tween work experience groups (p = 0.014), with medium (η2 = 0.062) effect
size. Pairwise comparison tests showed that teachers with 0–5 years of expe-
rience reported significantly lower levels of mindfulness compared to those
with 21 and more years of experience (U = 462.5, Z = –3.923, p < 0.001, r = 0.42).
There were also significant differences in resilience among groups of teach-
ers (p = 0.046; η2 = 0.041). Teachers with 0–5 years of experience reported
significantly lower levels of resilience compared to those longest in the ser-
20
Table 1 Reliability for BRS, CBI-W and MAAS Scales
Item αω
BRS . .
CBI-W . .
MAAS . .
Notes BRS – Brief Resilience Scale, CBI-W – Copenhagen Burnout Inventory, MAAS – Mindful
Attention Awareness Scale.
Table 2 Descriptive Statistics and Reliability of the BRS, CBI-W and MAAS Scales
Item Min Max M SD pK − S#
BRS . . . . <.
CBI-W . . . . <.
MAAS . . . . .
Notes BRS – Brief Resilience Scale, CBI-W – Copenhagen Burnout Inventory, MAAS – Mindful
Attention Awareness Scale, – significance of the Kolmogorov-Smirnov test.
loadings ranging from 0.56 to 0.80. EFA was also used to determine the factor
structure of the CBI-W scale. The value of the KMO was 0.90, indicating the
suitability of the respondent data for factor analysis. Bartlett’s test was signif-
icant (χ2 = 964.84, p < 0.001). A single-factor solution accounted for 71.27 of
the total variance with item loadings ranging from 0.75 to 0.86.
The reliability coefficients of the instruments are presented in table 1. Alpha
and omega coefficients were above 0.80 for all three scales, indicating their
appropriate internal consistency in the sample of Slovenian teachers.
Basic descriptive statistics for the studied variables are presented in table
2. According to arithmetic means, participants reported a relatively low level
of work-related burnout (M = 2.43, SD = 0.88) and a relatively high level of
mindfulness (M = 4.37, SD = 0.84), whereas the resilience score was slightly
above the midpoint of the rating scale (M = 3.45, SD = 0.73). The Kolmogorov-
Smirnov test revealed that most of the data did not follow a normal distribu-
tion, therefore nonparametric statistics were performed in further analyses.
The Kruskal-Wallis test (table 3) revealed differences in mindfulness be-
tween work experience groups (p = 0.014), with medium (η2 = 0.062) effect
size. Pairwise comparison tests showed that teachers with 0–5 years of expe-
rience reported significantly lower levels of mindfulness compared to those
with 21 and more years of experience (U = 462.5, Z = –3.923, p < 0.001, r = 0.42).
There were also significant differences in resilience among groups of teach-
ers (p = 0.046; η2 = 0.041). Teachers with 0–5 years of experience reported
significantly lower levels of resilience compared to those longest in the ser-
20
