The role of dispositional mindfulness and self-compassion in educator stress

Journal article

Hwang, Yoon-Suk, Medvedev, Oleg N., Krägeloh, Chris, Hand, Kirstine Alicia, Noh, Jae-Eun and Singh, Nirbhay N.. (2019). The role of dispositional mindfulness and self-compassion in educator stress. Mindfulness. 10(8), pp. 1692 - 1702. https://doi.org/10.1007/s12671-019-01183-x
AuthorsHwang, Yoon-Suk, Medvedev, Oleg N., Krägeloh, Chris, Hand, Kirstine Alicia, Noh, Jae-Eun and Singh, Nirbhay N.
Abstract

Objectives: Compromised educator well-being creates educational, social, and economic problems, which are not resolved by knowledge of risk factors alone. The present study explored the protective role of dispositional mindfulness and self-compassion within the context of educator stress. Methods: A total of 231 educators from 21 Australian schools completed online surveys including measures of perceived stress, mindfulness, self-compassion, student-teacher relationships, experiences in close relationships, and eating and sleeping patterns, which were used for correlation, regression, and path analysis. Results: The present study identified multiple predictors of perceived stress, with self-compassion as the strongest significant predictor. Findings of path analyses also demonstrated that lower levels of dispositional mindfulness and higher levels of anxiety in close relationships were associated with poor sleep quality, and this association was mediated by higher levels of perceived stress. The same potential pathways were suggested with self-compassion replacing dispositional mindfulness. Conclusions: The role of dispositional mindfulness and self-compassion is discussed as protective resources that could be utilized in times of stress.

Keywordseducator stress; mindfulness; self-compassion; student-teacher relationship; experience in close relationship
Year2019
JournalMindfulness
Journal citation10 (8), pp. 1692 - 1702
PublisherSpringer US
ISSN1868-8527
Digital Object Identifier (DOI)https://doi.org/10.1007/s12671-019-01183-x
Scopus EID2-s2.0-85066612585
Page range1692 - 1702
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version
File Access Level
Controlled
Place of publicationUnited States of America
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