Teacher self-efficacy beliefs and burnout: The mediating roles of ınterpersonal mindfulness in teaching and emotion regulation

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dc.authorid0000-0003-3046-3017
dc.contributor.authorÇetin, Güler
dc.contributor.authorFrank, Jennifer L.
dc.contributor.authorJennings, Patricia A.
dc.date.accessioned2024-09-25T19:59:58Z
dc.date.available2024-09-25T19:59:58Z
dc.date.issued2024
dc.departmentBAİBÜ, Eğitim Fakültesi, Eğitim Bilimleri Bölümü en_US
dc.description.abstractThis 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.en_US
dc.description.sponsorshipInstitute of Educational Sciences (IES) [R305A120180]en_US
dc.description.sponsorshipThe project described was supported by the Grant Award R305A120180 from the Institute of Educational Sciences (IES). The content is solely the responsibility of the authors and does not necessarily represent the official views of the Institute of Educational Sciences or the U.S. Department of Education.en_US
dc.identifier.doi10.1177/10634266241272049
dc.identifier.issn1063-4266
dc.identifier.issn1538-4799
dc.identifier.scopus2-s2.0-85203357329en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.urihttps://doi.org/10.1177/10634266241272049
dc.identifier.urihttps://hdl.handle.net/20.500.12491/14007
dc.identifier.wosWOS:001307110800001en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorÇetin, Güler
dc.institutionauthorid0000-0003-3046-3017
dc.language.isoenen_US
dc.publisherSage Publications Incen_US
dc.relation.ispartofJournal of Emotional and Behavioral Disordersen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.snmzYK_20240925en_US
dc.subjectSelf-Efficacy Beliefsen_US
dc.subjectBurnouten_US
dc.subjectInterpersonal Mindfulness in Teachingen_US
dc.subjectEmotion Regulationen_US
dc.subjectTeachersen_US
dc.titleTeacher self-efficacy beliefs and burnout: The mediating roles of ınterpersonal mindfulness in teaching and emotion regulationen_US
dc.typeArticleen_US

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