Burned or engaged teachers? The role of mindfulness, self-efficacy, teacher and students’ relationships, and the mediating role of intrapersonal and interpersonal mindfulness

Moyan, Nieves ; Perez-Yus, María C. (Universidad de Zaragoza) ; Herrera-Mercadal, Paola (Universidad de Zaragoza) ; Navarro-Gil, Mayte (Universidad de Zaragoza) ; Valle, Sandra ; Montero-Marin, Jesús

Resumen: This study had the goal to examine factors that are associated with burnout and engagement among teachers from diverse educational stages. Among these factors, we analyzed socio-demographic aspects, such as gender, age and years of experience, and other psychological teacher-related variables like teacher’s self-efficacy and teacher-student relationships. We also considered the potential mediating role of mindfulness in these relationships. The sample was made up by 425 Spanish teachers who answered an online survey. We administered the following measures: Revised version of the Teacher’s Burnout Questionnaire, Utrecht Work Engagement Scale, Mindfulness in Teaching Scale –which distinguished between intrapersonal and interpersonal mindfulness-, Teacher’s Sense of Self-efficacy Scale, and some questions related to the relationships between students and teachers in the classroom. We conducted a mediational analysis through structural equation modeling (SEM). Our findings indicated that both intrapersonal and interpersonal mindfulness mediated the relation between self-efficacy, which played a direct and an indirect role, the teacher-student relationship, and burnout and engagement. The socio-demographic variables of gender and years of experience played a significant role in mindfulness. The teachers with more self-efficacy were more likely to pay attention to their daily activity and to show more receptivity with their students, which resulted in lower burnout and more engagement. In addition, better relationships with students led to higher intrapersonal mindfulness levels, which mediated the relation with burnout and engagement. These relations varied depending on specific burnout and engagement dimensions. We discuss the implications of these findings for improving teachers´ implication in the education field. © 2021, The Author(s).

Idioma: Inglés

DOI: 10.1007/s12144-021-02433-9

Año: 2023

Publicado en: Current Psychology 42, 14 (2023), 11719–11732
ISSN: 1046-1310

Factor impacto JCR: 2.5 (2023)

Categ. JCR: PSYCHOLOGY, MULTIDISCIPLINARY rank: 58 / 219 = 0.265 (2023) - Q2 - T1

Factor impacto CITESCORE: 4.6 - Psychology (all) (Q2)

Factor impacto SCIMAGO: 1.001 - Psychology (miscellaneous) (Q1)

Tipo y forma: Artículo (Versión definitiva)

Área (Departamento): Área Psicolog.Evolut.Educac (Dpto. Psicología y Sociología)