Abstract
As burnout affects teachers’ health and well-being, as well as their teaching understanding interventions beneficial for prevention is crucial. In this study, we explored possible predictors of the decrease in the dimensions of burnout (emotional exhaustion, physical fatigue, cognitive weariness) after the HAND: ET intervention. We used following predictors: teachers’ experience (professional experience and previous experience of activities supporting emotional competencies) and baseline emotional competencies (self-awareness (operationalised as mindfulness), and self-management (operationalised as emotional self-efficacy)). We used data gathered from the Shirom−Melamed Burnout Questionnaire, the Mindful Attention Awareness Scale, the Emotional Self-Efficacy Scale, and a set of demographic questions in a Slovene sample of in-service teachers (N = 185). Teachers’ experiences were not significant predictors of a decrease in any of the dimension of burnout, while baseline emotional competencies, were significant predictors of emotional exhaustion. The findings support the universal nature of the HAND: ET intervention as well as the importance of continuous support for teachers’ emotional competencies.
Published Version
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