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KMID : 1159120190260020109
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Korean Journal of Rehabilitation Psychology
2019 Volume.26 No. 2 p.109 ~ p.126
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Effects of Perceived Stress and Social-Cognitive Mindfulness on the Relationship between Elementary School Teachers’ Job Stress and Psychological Burnout
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Khu Bon-Young
Lee Choung-Ja
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Abstract
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This study aimed to examine the effects of perceived stress and social-cognitive mindfulness on the relationship between job stress and psychological burnout in a sample of 348 elementary school teachers. We investigated relationships among job stress, perceived stress, social-cognitive mindfulness, and psychological burnout. We also tested the mediation effect of perceived stress and the moderating effect of social-cognitive mindfulness in the relationship between job stress and burnout. Results showed that teachers’ job stress correlated positively with burnout., and perceived stress mediated this relationship. Social-cognitive mindfulness correlated negatively with job stress and burnout., and moderated association between job stress and burnout. Importantly, findings indicate that social-cognitive mindfulness has an indirect effect on burnout through its influence on perceived stress. This highlights that social-cognitive mindfulness is an important factor for teacher job satisfaction and productivity. We suggest developing a program to improve social-cognitive mindfulness among teachers as a means of burnout prevention.
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KEYWORD
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Job stress, Perceived stress, Social-cognitive mindfulness, Psychological burnout
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