Mindfulness and special education teachers’ burnout: The serial multiple mediation effects of self-acceptance and perceived stress
DOI:
https://doi.org/10.2224/sbp.8656Keywords:
mindfulness, self-acceptance, perceived stress, burnout, serial multiple mediation effects, special education teachersAbstract
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.
Published
Issue
Section
License
Author(s) agree that copyright of an article published in SBP Journal is transferred from the author(s) to the journal publisher (Scientific Journal Publishers Limited) upon publication.
Disclaimer
Social Behavior and Personality maintains an open editorial policy and may or may not endorse the conclusions made in its published articles. Neither the journal nor its publisher, editors or staff assume any responsibility for any material considered to be offensive or defamatory, or for obtaining any copyright permissions necessary for publication of articles.
