Skip to main content
Top
Gepubliceerd in: Mindfulness 3/2021

27-11-2020 | Original Paper

Kindergarten Teachers’ Mindfulness in Teaching and Burnout: The Mediating Role of Emotional Labor

Auteurs: Ying Ma, Fan Wang, Xiulan Cheng

Gepubliceerd in: Mindfulness | Uitgave 3/2021

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

Objectives

Kindergarten teachers often face stress and challenges which leave them vulnerable to burnout. There is growing interest in the association between mindfulness in teaching and burnout, yet little is known about the potential mediating role of emotional labor in this link. We explored the relationship between mindfulness in teaching and burnout among Chinese kindergarten teachers and investigated the dimensions of emotional labor (that is, surface acting, deep acting, and naturally felt emotions) as potential mediators of that relationship.

Methods

A total of 515 kindergarten teachers (Mage = 30.45, 95.5% female) completed self-report questionnaires assessing mindfulness in teaching, emotional labor, and burnout. The mediating effect was examined in a path analysis framework.

Results

Results indicated that mindfulness in teaching was negatively correlated with burnout (r = − .47, p < 0.01). Naturally felt emotions (indirect effects: b = − .07, 95% CI = [− .11, − .04], p < 0.01) and deep acting (indirect effects: b = − .03, 95% CI = [− .07, − .01], p < 0.01) partially mediated the relationship between teacher mindfulness and burnout.

Conclusions

These findings highlight the mediating role of emotional labor, and suggest that kindergarten teachers’ mindfulness may facilitate their deep acting and naturally felt emotions which, in turn, may help reduce burnout.
Literatuur
go back to reference Abenavoli, R. M., Jennings, P. A., Greenberg, M. T., Harris, A. R., & Katz, D. A. (2013). The protective effects of mindfulness against burnout among educators. Psychology of Education Review, 37(2), 57–69. Abenavoli, R. M., Jennings, P. A., Greenberg, M. T., Harris, A. R., & Katz, D. A. (2013). The protective effects of mindfulness against burnout among educators. Psychology of Education Review, 37(2), 57–69.
go back to reference Al-Adwan, F. E. Z., & Al-Khayat, M. M. (2017). Psychological burnout in early childhood teachers: levels and reasons. International Education Studies, 10(1), 179–189. Al-Adwan, F. E. Z., & Al-Khayat, M. M. (2017). Psychological burnout in early childhood teachers: levels and reasons. International Education Studies, 10(1), 179–189.
go back to reference Allen, J. A., Diefendorff, J. M., & Ma, Y. (2014). Differences in emotional labor across cultures: a comparison of Chinese and U.S. service workers. Journal of Business and Psychology, 29(1), 21–35. Allen, J. A., Diefendorff, J. M., & Ma, Y. (2014). Differences in emotional labor across cultures: a comparison of Chinese and U.S. service workers. Journal of Business and Psychology, 29(1), 21–35.
go back to reference Anderson, N. D., Lau, M. A., Segal, Z. V., & Bishop, S. R. (2007). Mindfulness-based stress reduction and attentional control. Clinical Psychology & Psychotherapy: An International Journal of Theory & Practice, 14(6), 449–463. Anderson, N. D., Lau, M. A., Segal, Z. V., & Bishop, S. R. (2007). Mindfulness-based stress reduction and attentional control. Clinical Psychology & Psychotherapy: An International Journal of Theory & Practice, 14(6), 449–463.
go back to reference Barford, S. W., & Whelton, W. J. (2010). Understanding burnout in child and youth care workers. Child & Youth Care Forum, 39(4), 271–287. Barford, S. W., & Whelton, W. J. (2010). Understanding burnout in child and youth care workers. Child & Youth Care Forum, 39(4), 271–287.
go back to reference Beatty, B. (2000). The emotions of educational leadership: breaking the silence. International Journal of Leadership in Education, 3(4), 331–358. Beatty, B. (2000). The emotions of educational leadership: breaking the silence. International Journal of Leadership in Education, 3(4), 331–358.
go back to reference Bishop, S. R., Lau, M., Shapiro, S., Carlson, L., Anderson, N. D., Carmody, J., & Devins, G. (2004). Mindfulness: a proposed operational definition. Clinical Psychology: Science and Practice, 11(3), 230–241. Bishop, S. R., Lau, M., Shapiro, S., Carlson, L., Anderson, N. D., Carmody, J., & Devins, G. (2004). Mindfulness: a proposed operational definition. Clinical Psychology: Science and Practice, 11(3), 230–241.
go back to reference Braun, S. S., Roeser, R. W., Mashburn, A. J., & Skinner, E. (2019). Middle school teachers’ mindfulness, occupational health and well-being, and the quality of teacher-student interactions. Mindfulness, 10(2), 245–255. Braun, S. S., Roeser, R. W., Mashburn, A. J., & Skinner, E. (2019). Middle school teachers’ mindfulness, occupational health and well-being, and the quality of teacher-student interactions. Mindfulness, 10(2), 245–255.
go back to reference Brotheridge, C. M., & Grandey, A. A. (2002). Emotional labor and burnout: comparing two perspectives of “people work”. Journal of Vocational Behavior, 60(1), 17–39. Brotheridge, C. M., & Grandey, A. A. (2002). Emotional labor and burnout: comparing two perspectives of “people work”. Journal of Vocational Behavior, 60(1), 17–39.
go back to reference Brotheridge, C. M., & Lee, R. T. (2002). Testing a conservation of resources model of the dynamics of emotional labor. Journal of Occupational Health Psychology, 7(1), 57–67.PubMed Brotheridge, C. M., & Lee, R. T. (2002). Testing a conservation of resources model of the dynamics of emotional labor. Journal of Occupational Health Psychology, 7(1), 57–67.PubMed
go back to reference Brotheridge, C. M., & Lee, R. T. (2003). Development and validation of the emotional labor scale. Journal of Occupational and Organizational Psychology, 76(3), 365–379. Brotheridge, C. M., & Lee, R. T. (2003). Development and validation of the emotional labor scale. Journal of Occupational and Organizational Psychology, 76(3), 365–379.
go back to reference Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84(4), 822–848.PubMed Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84(4), 822–848.PubMed
go back to reference Cheung, F., Tang, S. K., & Tang, S. (2011). Psychological capital as a moderator between emotional labor, burnout, and job satisfaction among school teachers in China. International Journal of Stress Management, 18(4), 348–371. Cheung, F., Tang, S. K., & Tang, S. (2011). Psychological capital as a moderator between emotional labor, burnout, and job satisfaction among school teachers in China. International Journal of Stress Management, 18(4), 348–371.
go back to reference Clipa, O., & Boghean, A. (2015). Stress factors and solutions for the phenomenon of burnout of preschool teachers. Procedia-Social and Behavioral Sciences, 180, 907–915. Clipa, O., & Boghean, A. (2015). Stress factors and solutions for the phenomenon of burnout of preschool teachers. Procedia-Social and Behavioral Sciences, 180, 907–915.
go back to reference Diefendorff, J. M., Croyle, M. H., & Gosserand, R. H. (2005). The dimensionality and antecedents of emotional labor strategies. Journal of Vocational Behavior, 66(2), 339–357. Diefendorff, J. M., Croyle, M. H., & Gosserand, R. H. (2005). The dimensionality and antecedents of emotional labor strategies. Journal of Vocational Behavior, 66(2), 339–357.
go back to reference Flook, L., Goldberg, S. B., Pinger, L., Bonus, K., & Davidson, R. J. (2013). Mindfulness for teachers: a pilot study to assess effects on stress, burnout, and teaching efficacy. Mind, Brain, and Education, 7(3), 182–195. Flook, L., Goldberg, S. B., Pinger, L., Bonus, K., & Davidson, R. J. (2013). Mindfulness for teachers: a pilot study to assess effects on stress, burnout, and teaching efficacy. Mind, Brain, and Education, 7(3), 182–195.
go back to reference Frank, J. L., Jennings, P. A., & Greenberg, M. T. (2016). Validation of the mindfulness in teaching scale. Mindfulness, 7(1), 155–163. Frank, J. L., Jennings, P. A., & Greenberg, M. T. (2016). Validation of the mindfulness in teaching scale. Mindfulness, 7(1), 155–163.
go back to reference Fu, C. S. (2015). The effect of emotional labor on job involvement in kindergarten teachers: verifying the mediating effect of psychological capital. The Turkish Online Journal of Educational Technology, 14(3), 145–156. Fu, C. S. (2015). The effect of emotional labor on job involvement in kindergarten teachers: verifying the mediating effect of psychological capital. The Turkish Online Journal of Educational Technology, 14(3), 145–156.
go back to reference Gross, J. J. (2014). Emotion regulation: Conceptual and empirical foundations. In J. J. Gross (Ed.), Handbook of emotion regulation (2nd ed., pp. 3–20). New York: Guilford. Gross, J. J. (2014). Emotion regulation: Conceptual and empirical foundations. In J. J. Gross (Ed.), Handbook of emotion regulation (2nd ed., pp. 3–20). New York: Guilford.
go back to reference Hayes, A. (2013). Introduction to mediation, moderation, and conditional process analysis. Journal of Educational Measurement, 51(3), 335–337. Hayes, A. (2013). Introduction to mediation, moderation, and conditional process analysis. Journal of Educational Measurement, 51(3), 335–337.
go back to reference Hayes, A. F., & Preacher, K. J. (2013). Conditional process modeling: using structural equation modeling to examine contingent causal processes. In G. R. Hancock & R. O. Mueller (Eds.), Quantitative methods in education and the behavioral sciences: Issues, research, and teaching. Structural equation modeling: A second course (pp. 219–266). Greenwich: Information Age. Hayes, A. F., & Preacher, K. J. (2013). Conditional process modeling: using structural equation modeling to examine contingent causal processes. In G. R. Hancock & R. O. Mueller (Eds.), Quantitative methods in education and the behavioral sciences: Issues, research, and teaching. Structural equation modeling: A second course (pp. 219–266).  Greenwich: Information Age.
go back to reference Hayes, A. M., & Feldman, G. (2004). Clarifying the construct of mindfulness in the context of emotion regulation and the process of change in therapy. Clinical Psychology: Science and Practice, 11(3), 255–262. Hayes, A. M., & Feldman, G. (2004). Clarifying the construct of mindfulness in the context of emotion regulation and the process of change in therapy. Clinical Psychology: Science and Practice, 11(3), 255–262.
go back to reference Hochschild, A. R. (1983). The managed heart: Commercialization of human feeling. Berkeley and Los Angeles: University of California Press. Hochschild, A. R. (1983). The managed heart: Commercialization of human feeling. Berkeley and Los Angeles: University of California Press.
go back to reference Hülsheger, U. R., & Schewe, A. F. (2011). On the costs and benefits of emotional labor: a meta-analysis of three decades of research. Journal of Occupational Health Psychology, 16(3), 361–389.PubMed Hülsheger, U. R., & Schewe, A. F. (2011). On the costs and benefits of emotional labor: a meta-analysis of three decades of research. Journal of Occupational Health Psychology, 16(3), 361–389.PubMed
go back to reference Hülsheger, U. R., Alberts, H. J. E. M., Feinholdt, A., & Lang, J. W. B. (2013). Benefits of mindfulness at work: the role of mindfulness in emotion regulation, emotional exhaustion, and job satisfaction. Journal of Applied Psychology, 98(2), 310–325. Hülsheger, U. R., Alberts, H. J. E. M., Feinholdt, A., & Lang, J. W. B. (2013). Benefits of mindfulness at work: the role of mindfulness in emotion regulation, emotional exhaustion, and job satisfaction. Journal of Applied Psychology, 98(2), 310–325.
go back to reference Jackson, S. E., & Maslach, C. (1982). After-effects of job-related stress: families as victims. Journal of Organizational Behavior, 3(1), 63–77. Jackson, S. E., & Maslach, C. (1982). After-effects of job-related stress: families as victims. Journal of Organizational Behavior, 3(1), 63–77.
go back to reference Jennings, P. A., Brown, J. L., Frank, J. L., Doyle, S., Oh, Y., Davis, R., & Greenberg, M. T. (2017). Impacts of the CARE for teachers program on teachers’ social and emotional competence and classroom interactions. Journal of Educational Psychology, 109(7), 1010–1028. Jennings, P. A., Brown, J. L., Frank, J. L., Doyle, S., Oh, Y., Davis, R., & Greenberg, M. T. (2017). Impacts of the CARE for teachers program on teachers’ social and emotional competence and classroom interactions. Journal of Educational Psychology, 109(7), 1010–1028.
go back to reference Jesús, M. M., Mattie, T., Rick, M., Piva, D. M. M., Álvarez de Mon Melchor, & Javier, G. C. (2015). Mindfulness, resilience, and burnout subtypes in primary care physicians: the possible mediating role of positive and negative affect. Frontiers in Psychology, 6(105), 1895. Jesús, M. M., Mattie, T., Rick, M., Piva, D. M. M., Álvarez de Mon Melchor, & Javier, G. C. (2015). Mindfulness, resilience, and burnout subtypes in primary care physicians: the possible mediating role of positive and negative affect. Frontiers in Psychology, 6(105), 1895.
go back to reference Kabat-Zinn, J. (1994). Wherever you go, there you are: mindfulness meditation in everyday life. New York: Hyperion. Kabat-Zinn, J. (1994). Wherever you go, there you are: mindfulness meditation in everyday life. New York: Hyperion.
go back to reference Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: past, present, and future. Clinical Psychology: Science and Practice, 10, 144–156. Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: past, present, and future. Clinical Psychology: Science and Practice, 10, 144–156.
go back to reference Kinman, G., Wray, S., & Strange, C. (2011). Emotional labor, burnout and job satisfaction in UK teachers: the role of workplace social support. Educational Psychology, 31(7), 843–856. Kinman, G., Wray, S., & Strange, C. (2011). Emotional labor, burnout and job satisfaction in UK teachers: the role of workplace social support. Educational Psychology, 31(7), 843–856.
go back to reference Li, C., Kee, Y. H., & Wu, Y. (2019). Psychometric properties of the Chinese version of the mindfulness in teaching scale. International Journal of Environmental Research and Public Health, 16(13), 2405–2414.PubMedCentral Li, C., Kee, Y. H., & Wu, Y. (2019). Psychometric properties of the Chinese version of the mindfulness in teaching scale. International Journal of Environmental Research and Public Health, 16(13), 2405–2414.PubMedCentral
go back to reference Li, C. P., & Shi, K. (2003). The influence of distributive justice and procedural justice on job burnout. Acta Psychologica Sinica (in Chinese), 35, 677–684. Li, C. P., & Shi, K. (2003). The influence of distributive justice and procedural justice on job burnout. Acta Psychologica Sinica (in Chinese), 35, 677–684.
go back to reference Li, J. J., Wong, I. A., & Kim, W. G. (2017). Does mindfulness reduce emotional exhaustion? A multilevel analysis of emotional labor among casino employees. International Journal of Hospitality Management, 64, 21–30. Li, J. J., Wong, I. A., & Kim, W. G. (2017). Does mindfulness reduce emotional exhaustion? A multilevel analysis of emotional labor among casino employees. International Journal of Hospitality Management, 64, 21–30.
go back to reference Li, S., Li, Y., Lv, H., Jiang, R., Zhao, P., Zheng, X., & Mao, F. (2020). The prevalence and correlates of burnout among Chinese preschool teachers. BMC Public Health, 20(1), 160–170.PubMedPubMedCentral Li, S., Li, Y., Lv, H., Jiang, R., Zhao, P., Zheng, X., & Mao, F. (2020). The prevalence and correlates of burnout among Chinese preschool teachers. BMC Public Health, 20(1), 160–170.PubMedPubMedCentral
go back to reference Liu, S., & Onwuegbuzie, A. J. (2012). Chinese teachers’ work stress and their turnover intention. International Journal of Educational Research, 53, 160–170. Liu, S., & Onwuegbuzie, A. J. (2012). Chinese teachers’ work stress and their turnover intention. International Journal of Educational Research, 53, 160–170.
go back to reference Ma, Y., & Siu, A. F. Y. (2020). Dispositional mindfulness and mental health in Hong Kong college students: The mediating roles of decentering and self-acceptance. Australian Journal of Psychology, 72(2), 156–164. Ma, Y., & Siu, A. F. Y. (2020). Dispositional mindfulness and mental health in Hong Kong college students: The mediating roles of decentering and self-acceptance. Australian Journal of Psychology, 72(2), 156–164.
go back to reference Maslach, C., Jackson, S. E., & Leiter, M. P. (1996). Maslach burnout inventory manual (3rd ed.). Palo Alto: Consulting Psychologists Press. Maslach, C., Jackson, S. E., & Leiter, M. P. (1996). Maslach burnout inventory manual (3rd ed.). Palo Alto: Consulting Psychologists Press.
go back to reference Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52(1), 397–422.PubMed Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52(1), 397–422.PubMed
go back to reference Park, H. I., O’Rourke, E., & O’Brien, K. E. (2014). Extending conservation of resources theory: the interaction between emotional labor and interpersonal influence. International Journal of Stress Management, 21(4), 384–405. Park, H. I., O’Rourke, E., & O’Brien, K. E. (2014). Extending conservation of resources theory: the interaction between emotional labor and interpersonal influence. International Journal of Stress Management, 21(4), 384–405.
go back to reference Roeser, R. W., Schonert-Reichl, K. A., Jha, A., Cullen, M., Wallace, L., Wilensky, R., & Harrison, J. (2013). Mindfulness training and reductions in teacher stress and burnout: Results from two randomized, waitlist-control field trials. Journal of Educational Psychology, 105(3), 787–804. Roeser, R. W., Schonert-Reichl, K. A., Jha, A., Cullen, M., Wallace, L., Wilensky, R., & Harrison, J. (2013). Mindfulness training and reductions in teacher stress and burnout: Results from two randomized, waitlist-control field trials. Journal of Educational Psychology, 105(3), 787–804.
go back to reference Safdar, S., Friedlmeier, W., Matsumoto, D., Yoo, S. H., Kwantes, C. T., Kakai, H., et al. (2008). Variations of emotional display rules within and across cultures: a comparison between Canada, USA, and Japan. Canadian Journal of Psychology, 41(1), 1–10. Safdar, S., Friedlmeier, W., Matsumoto, D., Yoo, S. H., Kwantes, C. T., Kakai, H., et al. (2008). Variations of emotional display rules within and across cultures: a comparison between Canada, USA, and Japan. Canadian Journal of Psychology, 41(1), 1–10.
go back to reference Schaufeli, W. B., Leiter, M. P., Maslach, C., & Jackson, S. E. (1996). MBI-general survey. Palo Alto: Consulting Psychologists Press. Schaufeli, W. B., Leiter, M. P., Maslach, C., & Jackson, S. E. (1996). MBI-general survey. Palo Alto: Consulting Psychologists Press.
go back to reference Shapiro, A. B. (2013). Burnout, vicarious traumatization and mindfulness in clinicians. Palo Alto: Palo Alto University. Shapiro, A. B. (2013). Burnout, vicarious traumatization and mindfulness in clinicians. Palo Alto: Palo Alto University.
go back to reference Stephan, W. G., Stephan, C. W., & De Vargas, M. C. (1996). Emotional expression in Costa Rica and the United States. Journal of Cross-Cultural Psychology, 27(2), 147–160. Stephan, W. G., Stephan, C. W., & De Vargas, M. C. (1996). Emotional expression in Costa Rica and the United States. Journal of Cross-Cultural Psychology, 27(2), 147–160.
go back to reference Sun, L. K. (1991). Contemporary Chinese culture: structure and emotionality. Australian Journal of Chinese Affairs, 26(26), 1–41. Sun, L. K. (1991). Contemporary Chinese culture: structure and emotionality. Australian Journal of Chinese Affairs, 26(26), 1–41.
go back to reference Thompson, B. L., & Waltz, J. A. (2008). Mindfulness, self-esteem, and unconditional self-acceptance. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 26(2), 119–126. Thompson, B. L., & Waltz, J. A. (2008). Mindfulness, self-esteem, and unconditional self-acceptance. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 26(2), 119–126.
go back to reference Totterdell, P., & Holman, D. (2003). Emotion regulation in customer service roles: testing a model of emotional labor. Journal of Occupational Health Psychology, 8(1), 55–73.PubMed Totterdell, P., & Holman, D. (2003). Emotion regulation in customer service roles: testing a model of emotional labor. Journal of Occupational Health Psychology, 8(1), 55–73.PubMed
go back to reference Zhang, Q., & Zhu, W. (2008). Exploring emotion in teaching: emotional labor, burnout, and satisfaction in Chinese higher education. Communication Education, 57(1), 105–122. Zhang, Q., & Zhu, W. (2008). Exploring emotion in teaching: emotional labor, burnout, and satisfaction in Chinese higher education. Communication Education, 57(1), 105–122.
Metagegevens
Titel
Kindergarten Teachers’ Mindfulness in Teaching and Burnout: The Mediating Role of Emotional Labor
Auteurs
Ying Ma
Fan Wang
Xiulan Cheng
Publicatiedatum
27-11-2020
Uitgeverij
Springer US
Gepubliceerd in
Mindfulness / Uitgave 3/2021
Print ISSN: 1868-8527
Elektronisch ISSN: 1868-8535
DOI
https://doi.org/10.1007/s12671-020-01538-9

Andere artikelen Uitgave 3/2021

Mindfulness 3/2021 Naar de uitgave

ORTHOGONAL ROTATION IN CONSCIOUSNESS

Meditation Is Not What you Think