000118711 001__ 118711 000118711 005__ 20241125101123.0 000118711 0247_ $$2doi$$a10.1007/s12144-021-02433-9 000118711 0248_ $$2sideral$$a126940 000118711 037__ $$aART-2023-126940 000118711 041__ $$aeng 000118711 100__ $$aMoyan, Nieves 000118711 245__ $$aBurned or engaged teachers? The role of mindfulness, self-efficacy, teacher and students’ relationships, and the mediating role of intrapersonal and interpersonal mindfulness 000118711 260__ $$c2023 000118711 5060_ $$aAccess copy available to the general public$$fUnrestricted 000118711 5203_ $$aThis 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). 000118711 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/ 000118711 590__ $$a2.5$$b2023 000118711 591__ $$aPSYCHOLOGY, MULTIDISCIPLINARY$$b58 / 219 = 0.265$$c2023$$dQ2$$eT1 000118711 594__ $$a4.6$$b2023 000118711 592__ $$a1.001$$b2023 000118711 593__ $$aPsychology (miscellaneous)$$c2023$$dQ1 000118711 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion 000118711 700__ $$0(orcid)0000-0001-5566-9746$$aPerez-Yus, María C.$$uUniversidad de Zaragoza 000118711 700__ $$0(orcid)0000-0003-2088-4272$$aHerrera-Mercadal, Paola$$uUniversidad de Zaragoza 000118711 700__ $$0(orcid)0000-0003-4842-0453$$aNavarro-Gil, Mayte$$uUniversidad de Zaragoza 000118711 700__ $$aValle, Sandra 000118711 700__ $$aMontero-Marin, Jesús 000118711 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac 000118711 773__ $$g42, 14 (2023), 11719–11732$$pCurr. psychol.$$tCurrent Psychology$$x1046-1310 000118711 8564_ $$s1194904$$uhttps://zaguan.unizar.es/record/118711/files/texto_completo.pdf$$yVersión publicada 000118711 8564_ $$s2396451$$uhttps://zaguan.unizar.es/record/118711/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada 000118711 909CO $$ooai:zaguan.unizar.es:118711$$particulos$$pdriver 000118711 951__ $$a2024-11-22-11:57:08 000118711 980__ $$aARTICLE