Paper Information

Journal:   JOURNAL OF COGNITIVE STRATEGIES IN LEARNING   FALL 2016, WINTER 2017 , Volume 4 , Number 7 #E00103; Page(s) 179 To 198.
 
Paper:  THE EFFECTIVENESS OF A GROUP-BASED MINDFULNESS TRAINING ON TEACHER’S BURNOUT, JOB SATISFACTION, AND SOME PSYCHOPATHOLOGICAL SYMPTOMS
 
Author(s):  RASTGOO NAHID*, HERFEDOST MANSOOR, KHEYRJOO ESMAIL
 
* 
 
Abstract: 

Introduction: Current research conducted to investigate the effectiveness of short-term group-based mindfulness training in reduction the teacher’s burnout and some psychopathological symptoms (such as depression, and stress) and improvement the teacher’s job satisfaction.
Method: Semi-experimental pre intervention and post intervention research design with control group was chosen for study. After screening by Maslach Burnout Inventory , 28 teacher who had z scores higher than 1.5 were chosen and randomly assigned to experimental and control groups. All teacher responded to Maslach Burnout Inventory, job satisfaction scale, teacher satisfaction, beck depression scales, and perceived stress scales (pss) in pre and post intervention time. The intervention was implemented in current research based on group-based mindfulness program and involve 11 seasons of 8 weeks (36-hr).
Results: Data analysis by MANOVA revealed that two groups were different in all scales and subscales of outcome scores. Result implied to effectiveness of mindfulness based training in burnout teachers.
Conclusion: in regard to high Prevalence rate of burnout in teachers population, the results of current study implied that the usefulness and effectiveness of mind-fullness training in this context.

 
Keyword(s): JOB SATISFACTION, MINDFULNESS TRAINING, TEACHER, TEACHER BURNOUT, PSYCHOPATHOLOGY
 
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