Teacher self-efficacy beliefs and burnout: The mediating roles of ınterpersonal mindfulness in teaching and emotion regulation
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Dosyalar
Tarih
2024
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Sage Publications Inc
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
This study examined the relationships among teachers' self-efficacy beliefs, interpersonal mindfulness, emotion regulation, and burnout, with the intention of exploring the mediating roles of interpersonal mindfulness and emotion regulation. A total of 224 elementary school teachers from 36 elementary schools in a high-poverty, inner city setting in the Northeastern United States participated voluntarily in the study. Correlation and path analyses were conducted to analyze the data. The results of the study showed that teachers' self-efficacy beliefs, interpersonal mindfulness, emotion regulation, and burnout were significantly related to each other. The results also showed that teachers' interpersonal mindfulness and expressive suppression served as crucial mediating pathways from self-efficacy to burnout; thereby should be considered among the inventory of psychological resources that protect teachers against burnout.
Açıklama
Anahtar Kelimeler
Self-Efficacy Beliefs, Burnout, Interpersonal Mindfulness in Teaching, Emotion Regulation, Teachers
Kaynak
Journal of Emotional and Behavioral Disorders
WoS Q Değeri
N/A
Scopus Q Değeri
Q2
