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The mediating effect of perceived social support on the relationship between mindfulness and burnout in special education teachers
Author(s) -
Sun Jin,
Wang Xian,
Wang Yongli,
Du Xiaoxin,
Zhang Changxin
Publication year - 2019
Publication title -
journal of community psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.585
H-Index - 86
eISSN - 1520-6629
pISSN - 0090-4392
DOI - 10.1002/jcop.22229
Subject(s) - mindfulness , burnout , psychology , social support , facet (psychology) , perceived organizational support , clinical psychology , scale (ratio) , social psychology , big five personality traits , organizational commitment , personality , physics , quantum mechanics
Abstract This study aimed to explore the mediating effect of perceived social support on the relationship between mindfulness and burnout in Chinese special education teachers. Three hundred and seven teachers completed the Five‐Facet Mindfulness Questionnaire, Multi‐dimensional Scale of Perceived Social Support Scale, and Teacher Burnout Inventory. The results showed that burnout was negatively correlated with mindfulness and perceived social support, while perceived social support was positively correlated with mindfulness. Moreover, perceived social support partially mediated the effect of mindfulness on special education teachers' burnout. These results suggest that the use of mindfulness combined with perceived social support may be beneficial for preventing and mitigating burnout among special education teachers.