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http://dx.doi.org/10.14400/JDC.2018.16.4.363

The Effect of Mindfulness Training on the Job Stress, Burnout, Teacher Efficacy of Middle School and High School Teachers  

Kim, Tae-Kyun (Dept. of Education, Chonnam University)
Moon, Jung-Soon (Dept. of Psychotherapy, Songwon University)
Publication Information
Journal of Digital Convergence / v.16, no.4, 2018 , pp. 363-369 More about this Journal
Abstract
This study examines the effects of mindfulness training on job stress, burnout, and teacher efficacy for middle school and high school teachers. For this study, twenty-four middle school and high school teachers were divided into experimental and control groups. Data analysis was performed using a Mixed ANOVA for teacher's job stress, burnout, and teacher efficacy according to pre-training, post-training and delayed post-training periods. As a result, we found support for time interval and between-group interaction effects for all the dependent variables. In order to investigate any delayed effects, a t-test was performed to analyze measurements taken one month after the completion of training period. The delayed post-training results indicated a significant effect between pre and post scores, meaning the program effects were sustained. Therefore, this study indicates that the mindfulness training program implemented in this research is an effective method for preventing job stress and burnout, as well as influencing the efficiency of work performance for middle school and high school teachers.
Keywords
Mindfulness; Job stress; Burnout; Teacher Efficacy; MBSR;
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