The mediating effect of perceived social support on the relationship between mindfulness and burnout in special education teachers. Issue 7 (2nd August 2019)

• Record Type: Journal Article
• Authors: Sun, Jin; Wang, Xian; Wang, Yongli; Du, Xiaoxin; Zhang, Changxin
• Is Part Of: Journal of community psychology. Volume 47:Issue 7(2019)
• Page Start: 1799
• Page End: 1809
• Publication Date: 2019-08-02
• Subjects: burnout -- mediation effect -- mindfulness -- perceived social support; Clinical psychology -- Periodicals; Social psychiatry -- Periodicals; Community Mental Health Services -- Periodicals; 362.2205
• DOI: 10.1002/jcop.22229
• Languages: English
• ISSNs: 0090-4392

Abstract

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.