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Mindfulness and special education teachers' burnout: The serial multiple mediation effects of self-acceptance and perceived stress
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Mindfulness and special education teachers' burnout: The serial multiple mediation effects of self-acceptance and perceived stress
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Journal Article
Mindfulness and special education teachers' burnout: The serial multiple mediation effects of self-acceptance and perceived stress
2019
Overview
We used a serial multiple mediation model of self-acceptance and perceived stress to investigate the relationship between mindfulness and burnout in Chinese special education teachers. Altogether, 307 participants completed the Mindful Attention Awareness Scale, Self-Acceptance Questionnaire,
Perceived Stress Scale, and Teacher Burnout Inventory. Results showed that self-acceptance and perceived stress had significant serial multiple mediation effects on the relationship between mindfulness and burnout. Perceived stress also partially mediated the effect of mindfulness on burnout.
However, self-acceptance did not have a mediation effect on the relationship between mindfulness and burnout. A practical implication of these findings is that increased use of mindfulness and greater self-acceptance may, as well as reducing perceived stress, help prevent and/or alleviate
burnout among special education teachers.
