The role of dispositional mindfulness in teacher burnout : a moderated mediation model

Abstract

Objective: This study aimed to investigate the role of dispositional mindfulness in teacher burnout. In particular, it explored the underlying mechanisms through the mediating effects of affective rumination, decentering, and self-compassion, with years of teaching experience as a moderator. Method: A cross-sectional study was conducted with 110 primary and secondary school teachers in Hong Kong. Participants completed an online questionnaire with measures assessing their level of dispositional mindfulness, burnout, affective rumination, decentering, and self-compassion. Results: Higher levels of dispositional mindfulness were associated with lower levels of burnout among teachers. Affective rumination appeared to be a significant mediator in this relationship while decentering and self-compassion did not show significant mediating effects. The protective effects of dispositional mindfulness were significant for teachers across all experience groups, suggesting that mindfulness remains a valuable resource throughout a teacher's career. Conclusion: This study emphasizes the importance of enhancing teachers’ dispositional mindfulness in mitigating work-related stress, with affective rumination as a key mechanism in this relationship. The findings suggest that mindfulness-based interventions should be promoted to teachers at all career stages.