명상도서관
The protective effects of mindfulness against burnout among educators
자세히보기
- 자료유형학술지논문
- 저자명Abenavoli, R.M.,Jennings, P.A.,Greenberg, M.T.,Harris, A.R.,Katz, D.A.
- 학회/출판사/기관명THE BRITISH PSYCHOLOGICAL SOCIETY
- 출판년도2013
- 언어영어
- 학술지명/학위논문주기The Psychology of Education Review
- 발행사항Vol.37No.2[2013]_x000D_
- ISBN/ISSN1463-9807
- 소개/요약E DUCATORS are faced with the difficult task of meeting the academic, social, and emotional needs of diverse learners in their classrooms – a task of even greater difficulty in the present context of high-stakes testing and teacher accounta-bility in the US (Darling-Hammond & Sykes, 2003) and OFSTED inspections in the UK (Hartney, 2008). Given the psychological resources this requires, teaching is a particu-larly demanding profession (Roeser et al., 2012; Shulman, 2004). In the US, about 51 per cent of educators report experiencing excessive stress several days per week (MetLife, 2013), and nearly 40 per cent leave the profession within their first five years of teaching (Ingersoll, 2002). Teacher attrition is also a problem in the UK, where educators leave the profession at higher rates than other European countries (Ladd, 2007). A study of UK teachers leaving the profes-sion found that 35 per cent cited stress and 45 per cent cited heavy workloads as their main reason for leaving their jobs, while only 11 per cent cited low salary as a major concern (Smithers & Robinson, 2003). In light of these trends, an important objective for research and practice is to iden-tify potentially malleable characteristics of educators that enable them to cope with stress, burnout, and the daily demands of teaching. Recent work suggests that educa-tors' social-emotional competence may protect them from experiencing a 'burnout cascade' of deteriorating classroom climate, student misbehaviour, emotional exhaus-tion, and callousness (Jennings & Green-berg, 2009). In this paper, we focus on mindfulness as one aspect of educators' social-emotional competence that may buffer against burnout and facilitate more optimal outcomes among educators and their students. Mindfulness has been defined as 'paying attention in a particular way: on purpose, in the present moment, and non-judgmentally' (Kabat-Zinn, 1994, p.4). Self-regulation of attention, self-awareness, and self-compas-sion – three key components of mindfulness – enable individuals to identify the emotional triggers of their stress reactions and deploy effective, non-reactive coping The Psychology of Education Review, Vol. 37, No. 2, Autumn 2013 57 © The British Psychological Society – ISSN 0262-4087
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