KMID : 1159120190260020109
|
|
Korean Journal of Rehabilitation Psychology 2019 Volume.26 No. 2 p.109 ~ p.126
|
|
Effects of Perceived Stress and Social-Cognitive Mindfulness on the Relationship between Elementary School Teachers¡¯ Job Stress and Psychological Burnout
|
|
Khu Bon-Young
Lee Choung-Ja
|
|
Abstract
|
|
|
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.
|
|
KEYWORD
|
|
Job stress, Perceived stress, Social-cognitive mindfulness, Psychological burnout
|
|
FullTexts / Linksout information
|
|
|
|
Listed journal information
|
|
|