Mindfulness in Teaching and Job Burnout: The Mediating Role of Self-Efficacy

Abstract

Job burnout is a problem characterized by physical and mental problems caused by intense working conditions. In recent years, many teachers on a global scale have stated that they have experienced job burnout. It is known that many teachers who experience job burnout report sleep, fatigue, desire to quit work, low level of professional satisfaction and wellbeing. Although it is known that there are negative relationships between mindfulness, self-efficacy in classroom management, and job burnout, no research has been encountered to examine these concepts in the context of education. This study examined the mediating role of classroom management self-efficacy in the relationship between classroom mindfulness and teacher burnout.The research sample consists of 288 teachers, 185 women (64.2%) and 103 men (35.8%). In the preliminary analysis, for detecting multicollinearity Harmon’s Single Factor Test and for normality Skewness and Kurtosis were tested. The goodness of fit values of the tested model was found as χ2 / df=1.17, CFI=.99, TLI=.99, GFI=.99 and RMSEA=.03. Since the path between mindfulness and job burnout in teaching is significant in the model, it is understood that self-efficacy in classroom management is a partial mediator in the relationship between mindfulness in teaching and job burnout. Mindfulness in the teaching profession is believed to play a key role in both self-efficacy in classroom management and burnout in the profession.

Examining the nexus between situational factors and job performance through the mediating role of work engagement and self‐efficacy

“…Nurcahyani et al (2022) found that self-efficacy mediated the relationship between teaching practice experience and interest in becoming a teacher. Another study conducted by Gördesli (2022) H7. Self-efficacy acts as a mediator between supervisor support and job performance.…”

“…Nurcahyani et al (2022) found that self‐efficacy mediated the relationship between teaching practice experience and interest in becoming a teacher. Another study conducted by Gördesli (2022) investigated that mindfulness in teaching and job burnout is partially mediated by self‐efficacy. Hussain et al (2021) collected responses through a social networking website and found that full mediation exists between the use of social networking sites and green entrepreneurship intentions.…”