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The Role of Mindfulness and Resilience in Predicting Job Burnout
silience and mindfulness significantly contribute to the prediction of burnout
among Slovenian primary school teachers. The results point to the impor-
tance of including these psychological factors in stress/burnout prevention
programmes in teacher education.
References
Abenavoli, R. M., P. A. Jennings, M. T. Greenberg, A. R. Harris, and D. A. Katz. 2013.
‘The Protective Effects of Mindfulness against Burnout Among Educators.’
Psychology of Education Review 37 (2): 57–69.
Aloe, A. M., S. Shisler, B. D. Norris, A. B. Nickerson, and T. W. Rinker. 2014. ‘A Mul-
tivariate Meta-Analysis of Student Misbehavior and Teacher Burnout.’ Ed-
ucational Research Review 12 (5): 30–44.
Alyamy, K. F., and S. C. Loh. 2020. ‘Factors Predicting Teacher Burnout: The Mod-
eration Role of Perceived Social Support.’ Journal of Special Needs Educa-
tion 10:50–69.
Antoniou, A. S., A. Ploumpi, and M. Ntalla. 2013. ‘Occupational Stress and Pro-
fessional Burnout in Teachers of Primary and Secondary Education: The
Role of Coping Strategies.’ Psychology 4 (3): 349–355.
Arvidsson, I., C. Håkansson, B. Karlson, J. Björk, and R. Persson. 2016. ‘Burnout
among Swedish School Teachers: Cross-Sectional Analysis.’ BMC Public
Health 16 (1): 823.
Bajt, M., H. Jeriček Klanšček, and K. Britovšek. 2015. Duševno zdravje na delovnem
mestu. Ljubljana: Nacionalni inštitut za javno zdravje.
Bakker, A. B., E. Demerouti, and A. I. Sanz-Vergel. 2014. ‘Burnout and Work En-
gagement: The JD-R approach.’ Annual Review of Organizational Psychol-
ogy and Organizational Behavior 1 (1): 389–411.
Berat, N., D. Jelić, and B. Popov. 2016. ‘Serbian Version of the Work Burnout Scale
from the Copenhagen Burnout Inventory: Adaptation and Psychometric
Properties.’ Applied Psychology 9 (2): 177–198.
Brown, K. W., and R. M. Ryan. 2003. ‘The Benefits of Being Present: Mindfulness
and its Role in Psychological Well-Being.’ Journal of Personality and Social
Psychology 84 (4): 822–848.
Capone, V., M. Joshanloo, and M. S. A. Park. 2019. ‘Burnout, Depression, Efficacy
Beliefs, and Work-Related Variables among School Teachers.’ International
Journal of Educational Research 95:97–108.
Carroll, A., K. Forrest, E. Sanders-O’Connor, L. Flynn, J. M. Bower, S. Fynes-
Clinton, A. York, and M. Ziaei. 2022. ‘Teacher Stress and Burnout in Aus-
tralia: Examining the Role of Intrapersonal and Environmental Factors.’
Social Psychology of Education 25 (5): 441–469.
Connor, K. M., and J. R. T. Davidson. 2003. ‘Development of a New Resilience
Scale: The Connor Davidson Resilience Scale (CD-RISC).’ Depression and
Anxiety 18 (2): 76–82.
25
silience and mindfulness significantly contribute to the prediction of burnout
among Slovenian primary school teachers. The results point to the impor-
tance of including these psychological factors in stress/burnout prevention
programmes in teacher education.
References
Abenavoli, R. M., P. A. Jennings, M. T. Greenberg, A. R. Harris, and D. A. Katz. 2013.
‘The Protective Effects of Mindfulness against Burnout Among Educators.’
Psychology of Education Review 37 (2): 57–69.
Aloe, A. M., S. Shisler, B. D. Norris, A. B. Nickerson, and T. W. Rinker. 2014. ‘A Mul-
tivariate Meta-Analysis of Student Misbehavior and Teacher Burnout.’ Ed-
ucational Research Review 12 (5): 30–44.
Alyamy, K. F., and S. C. Loh. 2020. ‘Factors Predicting Teacher Burnout: The Mod-
eration Role of Perceived Social Support.’ Journal of Special Needs Educa-
tion 10:50–69.
Antoniou, A. S., A. Ploumpi, and M. Ntalla. 2013. ‘Occupational Stress and Pro-
fessional Burnout in Teachers of Primary and Secondary Education: The
Role of Coping Strategies.’ Psychology 4 (3): 349–355.
Arvidsson, I., C. Håkansson, B. Karlson, J. Björk, and R. Persson. 2016. ‘Burnout
among Swedish School Teachers: Cross-Sectional Analysis.’ BMC Public
Health 16 (1): 823.
Bajt, M., H. Jeriček Klanšček, and K. Britovšek. 2015. Duševno zdravje na delovnem
mestu. Ljubljana: Nacionalni inštitut za javno zdravje.
Bakker, A. B., E. Demerouti, and A. I. Sanz-Vergel. 2014. ‘Burnout and Work En-
gagement: The JD-R approach.’ Annual Review of Organizational Psychol-
ogy and Organizational Behavior 1 (1): 389–411.
Berat, N., D. Jelić, and B. Popov. 2016. ‘Serbian Version of the Work Burnout Scale
from the Copenhagen Burnout Inventory: Adaptation and Psychometric
Properties.’ Applied Psychology 9 (2): 177–198.
Brown, K. W., and R. M. Ryan. 2003. ‘The Benefits of Being Present: Mindfulness
and its Role in Psychological Well-Being.’ Journal of Personality and Social
Psychology 84 (4): 822–848.
Capone, V., M. Joshanloo, and M. S. A. Park. 2019. ‘Burnout, Depression, Efficacy
Beliefs, and Work-Related Variables among School Teachers.’ International
Journal of Educational Research 95:97–108.
Carroll, A., K. Forrest, E. Sanders-O’Connor, L. Flynn, J. M. Bower, S. Fynes-
Clinton, A. York, and M. Ziaei. 2022. ‘Teacher Stress and Burnout in Aus-
tralia: Examining the Role of Intrapersonal and Environmental Factors.’
Social Psychology of Education 25 (5): 441–469.
Connor, K. M., and J. R. T. Davidson. 2003. ‘Development of a New Resilience
Scale: The Connor Davidson Resilience Scale (CD-RISC).’ Depression and
Anxiety 18 (2): 76–82.
25
