Page 24 - 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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prove psychological well-being and reduce mental health problems at work.
Practicing mindfulness and resilience can be extremely useful not only for
in-service teachers but especially for pre-service teachers and those at the
beginning of their professional careers. Namely, novice teachers have lower
levels of mindfulness and resilience compared to their more experienced
colleagues, and at the same time, they face many new demands and chal-
lenges in the educational process. Although both interventions could con-
stitute possible tools to combat burnout, mindfulness appears to be a bet-
ter intervention for preventing its initial stages, by reducing negative arousal
states, and thereby perceived overload, whereas resilience seems to be more
effective for treating its advanced stages, by encouraging positive emotions,
personal strength engagement and motivation that enables an individual to
better recover from adversity (Montero-Marin et al. 2015).
Interventions based on mindfulness and resilience can have a direct im-
pact on stress and burnout, as well as indirect influence, through changing
levels of positive and negative emotionality (Menardo et al. 2022; Moyano
et al. 2021). Promoting emotional regulation abilities through mindfulness-
based interventions is especially important for primary and secondary school
teachers, who are emotionally more involved in their teaching than teachers
in higher education as they are in the classroom with the students five days
a week. Teachers with good emotional regulation capacities have a better
insight into their own emotions and thoughts and regulate them effectively
while teaching, which can be reflected in decreased emotional exhaustion
and physical fatigue (Carroll et al. 2022; Donker et al. 2020), which are symp-
toms of burnout.
Further research could therefore examine the mediating role of emotional
regulation in the relationship between protective factors such as mindful-
ness and resilience and burnout in Slovenian teachers. Also, future research
could address burnout in the teaching profession concerning certain so-
ciodemographic variables (e.g. gender, teachers of different educational
stages, teachers working with special education students) and personality
characteristics (e.g. neuroticism and perfectionism) that were not consid-
ered in our study.
Conclusion
Given the detrimental impact of work-related burnout, it is necessary to in-
vestigate and encourage those personal resources that mitigate employee
burnout. The present study expands knowledge about the connection be-
tween mindfulness, resilience, and burnout and provides evidence that re-
24
prove psychological well-being and reduce mental health problems at work.
Practicing mindfulness and resilience can be extremely useful not only for
in-service teachers but especially for pre-service teachers and those at the
beginning of their professional careers. Namely, novice teachers have lower
levels of mindfulness and resilience compared to their more experienced
colleagues, and at the same time, they face many new demands and chal-
lenges in the educational process. Although both interventions could con-
stitute possible tools to combat burnout, mindfulness appears to be a bet-
ter intervention for preventing its initial stages, by reducing negative arousal
states, and thereby perceived overload, whereas resilience seems to be more
effective for treating its advanced stages, by encouraging positive emotions,
personal strength engagement and motivation that enables an individual to
better recover from adversity (Montero-Marin et al. 2015).
Interventions based on mindfulness and resilience can have a direct im-
pact on stress and burnout, as well as indirect influence, through changing
levels of positive and negative emotionality (Menardo et al. 2022; Moyano
et al. 2021). Promoting emotional regulation abilities through mindfulness-
based interventions is especially important for primary and secondary school
teachers, who are emotionally more involved in their teaching than teachers
in higher education as they are in the classroom with the students five days
a week. Teachers with good emotional regulation capacities have a better
insight into their own emotions and thoughts and regulate them effectively
while teaching, which can be reflected in decreased emotional exhaustion
and physical fatigue (Carroll et al. 2022; Donker et al. 2020), which are symp-
toms of burnout.
Further research could therefore examine the mediating role of emotional
regulation in the relationship between protective factors such as mindful-
ness and resilience and burnout in Slovenian teachers. Also, future research
could address burnout in the teaching profession concerning certain so-
ciodemographic variables (e.g. gender, teachers of different educational
stages, teachers working with special education students) and personality
characteristics (e.g. neuroticism and perfectionism) that were not consid-
ered in our study.
Conclusion
Given the detrimental impact of work-related burnout, it is necessary to in-
vestigate and encourage those personal resources that mitigate employee
burnout. The present study expands knowledge about the connection be-
tween mindfulness, resilience, and burnout and provides evidence that re-
24
