Research Article: Can mindfulness mitigate the energy-depleting process and increase job resources to prevent burnout? A study on the mindfulness trait in the school context

Date Published: April 4, 2019

Publisher: Public Library of Science

Author(s): Gloria Guidetti, Sara Viotti, Rosa Badagliacca, Lara Colombo, Daniela Converso, Sergio Garbarino.


Past studies in the teaching context provided evidence of the role of mindfulness-based intervention in improving occupational wellbeing. This study aims to increase the extant knowledge by testing the mechanism that links teachers’ mindfulness at work to occupational wellbeing. Rooted in the job demand–resource model, the mindfulness trait is conceptualized as a personal resource that has the ability to impact and interact with job demands and resources, specifically workload stress appraisal and perceived meaningfulness of work, in affecting teachers’ burnout.

A sample of primary, middle, and secondary school teachers (N = 605) completed a questionnaire that aimed to assess teachers’ mindfulness trait and the measures of the quality of occupational life in the school context. Confirmatory factor analysis (CFA) was conducted to test the model fit indices; further analyses were performed to test the hypotheses about mediation and moderation effects.

The CFA showed good model fit indices. Further analyses highlighted that teachers’ mindfulness is negatively associated with workload stress appraisal and that positively influenced work meaning, in turn mediating the relationship between mindfulness and burnout. Finally, mindfulness moderated the effect of workload stress appraisal on burnout.

Rooted in the job demand–resource model, this study emphasizes an underrepresented personal resource, that is, the mindfulness trait at work, and the links that favor its impact on burnout. Practical and future research implications are also discussed.

Partial Text

The aim of this study was to increase the extant knowledge about the role of trait mindfulness as a psychological resource. Specifically, we focused our examination on the teaching profession, using a context-specific measure of mindfulness at work. Consistent with the JD-R model [19] [20], and with past studies on the role of mindfulness [8] [9] [11] [39], the study examined if trait mindfulness for teachers could impact on the perception of the workload stress appraisal and on a specific job resource, that is perceived meaningfulness of work and, at the same time, if mindfulness at work is a resource able to modify the impact that these job characteristics have on burnout.




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