Page 22 - 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
and resilience (β = –0.34, p < 0.001) were negatively associated with burnout.
These predictors together explain 44 of the variance in work-related burn-
out among teachers (R2 = 0.441, F(1,192) = 69.91, p < 0.001).
Discussion
The purpose of this study was to investigate the relationships between mind-
fulness, resilience, and work-related burnout in primary school teachers.
Specifically, we aimed to determine the combined effect of mindfulness
and resilience on burnout. First, a preliminary study was conducted to verify
the psychometric characteristics of the instruments used in the study. The
Slovenian versions of the BRS, CBI-W, and MASS scales have demonstrated
adequate validity and reliability.
Teachers in our sample reported a relatively low level of work-related
burnout. Instead, they showed moderate and high levels of resilience and
mindfulness, respectively. Our results are in line with the findings of a recent
study (Markelj, Kovač, and Jurak 2023) where burnout was not pronounced
among participating primary school teachers; however, a greater sense of
burnout was found among teachers at the end of the school year compared
to the beginning of the year.
Significant associations were found among the three constructs: teachers
with higher perceived burnout reported lower levels of mindfulness and re-
silience, while there was a positive association between the latter. These re-
sults are comparable to previous findings among healthcare and education
professionals (Kriakous, Elliott, and Owen 2019; Menardo et al. 2022).
In our study, work-related burnout was not statistically related to length
of service of participants, which is consistent with the findings of Galanakis
et al. (2020), who reported that years of service do not affect the degree of
stress and burnout experienced by teachers. On the contrary, some stud-
ies reported a positive correlation between burnout and the length of work
experience (Dias, Peixoto, and Cadime 2021), while others found a negative
correlation, indicating high risk of burnout among less experienced teachers
(Turtulla 2017).
However, some researchers describe this relationship as a ‘magical curve’;
Antoniou, Ploumpi, and Ntalla (2013) found that teachers with 11–15 years of
teaching experience are more likely to have emotional exhaustion due to
working conditions than those with 1–10 years or more than 15 years of ex-
perience.
Significant differences were found in teachers’ resilience and mindfulness
according to their teaching experience. Novice teachers (with up to 5 years of
22
and resilience (β = –0.34, p < 0.001) were negatively associated with burnout.
These predictors together explain 44 of the variance in work-related burn-
out among teachers (R2 = 0.441, F(1,192) = 69.91, p < 0.001).
Discussion
The purpose of this study was to investigate the relationships between mind-
fulness, resilience, and work-related burnout in primary school teachers.
Specifically, we aimed to determine the combined effect of mindfulness
and resilience on burnout. First, a preliminary study was conducted to verify
the psychometric characteristics of the instruments used in the study. The
Slovenian versions of the BRS, CBI-W, and MASS scales have demonstrated
adequate validity and reliability.
Teachers in our sample reported a relatively low level of work-related
burnout. Instead, they showed moderate and high levels of resilience and
mindfulness, respectively. Our results are in line with the findings of a recent
study (Markelj, Kovač, and Jurak 2023) where burnout was not pronounced
among participating primary school teachers; however, a greater sense of
burnout was found among teachers at the end of the school year compared
to the beginning of the year.
Significant associations were found among the three constructs: teachers
with higher perceived burnout reported lower levels of mindfulness and re-
silience, while there was a positive association between the latter. These re-
sults are comparable to previous findings among healthcare and education
professionals (Kriakous, Elliott, and Owen 2019; Menardo et al. 2022).
In our study, work-related burnout was not statistically related to length
of service of participants, which is consistent with the findings of Galanakis
et al. (2020), who reported that years of service do not affect the degree of
stress and burnout experienced by teachers. On the contrary, some stud-
ies reported a positive correlation between burnout and the length of work
experience (Dias, Peixoto, and Cadime 2021), while others found a negative
correlation, indicating high risk of burnout among less experienced teachers
(Turtulla 2017).
However, some researchers describe this relationship as a ‘magical curve’;
Antoniou, Ploumpi, and Ntalla (2013) found that teachers with 11–15 years of
teaching experience are more likely to have emotional exhaustion due to
working conditions than those with 1–10 years or more than 15 years of ex-
perience.
Significant differences were found in teachers’ resilience and mindfulness
according to their teaching experience. Novice teachers (with up to 5 years of
22
