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The Effect of Teacher Mindfulness on Job Stress and Burnout
Stress 2018;26:208-214
Published online September 30, 2018
© 2018 Korean Society of Stress Medicine.

Eunjin Kim

The Institute of Mind Humanities, Wonkwang University, Iksan, Korea
Correspondence to: Eunjin Kim
The Institute of Mind Humanities, Wonkwang University, 460 Iksan-daero, Iksan 54538, Korea
Tel: +82-63-850-6121
Fax: +82-63-850-7067
E-mail: ejkim2367@wku.ac.kr
Received August 16, 2018; Revised September 5, 2018; Accepted September 5, 2018.
Articles published in stress are open-access, distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by-nc/4.0), which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
Background: The purpose of this study is to explore the effect of teacher mindfulness in teaching settings on job stress and burnout.
Methods: Based on the previous studies, this study established a research model in which the teachers’ job stress affects their burnout by the mediation of mindfulness, and verified the relationship between them using the teacher mindfulness scale in teaching situations.
Results: First, female teachers perceived more job stress and experienced higher burnout than male teachers. Second, teacher’s job stress and burnout showed high positive correlation, and mindfulness showed high negative correlation with job stress and burnout. Third, it was verified that teacher mindfulness significantly mediated the effect of job stress on burnout.
Conclusions: This study suggests that teachers’ mindfulness is effective in managing their job stress and preventing burnout.
Keywords : Job stress, Burnout, Teacher mindfulness


September 2018, 26 (3)

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