Abstract
The current study aimed to explore the effectiveness of using Mindfulness-Based Stress Reduction (MBSR) intervention on reducing teacher burnout of teachers of Autism Syndrome Disorder (ASD).It is also aimed to investigate the impact of decreased teachers' burnout on enhancing the self-efficacy of those teachers. To achieve such goal, Mindfulness-Based Stress Reduction (MBSR) intervention and Oldenburg teacher burnout inventory, and Self-efficacy Scale. The sample of the study consists of 32 teachers who teach autistic children in the Autistic Behavior School (ABS) in Jahraa district, in the State of Kuwait. They were divided into two groups; the experimental group including 15 ASD teachers and the control group that includes 17 teachers. Both quantitative and qualitative designs were used; the quasi-experimental research design has been adopted in this study to assess the improvement achieved by the experimental group compared with the control group as a result of using the MBSR intervention program. Also, semi-structured interviews have been held with certain teachers with a high level of burnout. Results of the study revealed statistically significant differences in the mean scores of experimental and control groups in favor of the experimental group. MBSR intervention was effective in alleviating teachers' burnout and enhancing their self-efficacy. Based on the study results, it is recommended that mindfulness strategies should be used to alleviate anxiety, depression, stress, and even burnout teachers experience due to their job especially those teaching children with disabilities and autism.
Highlights
In recent decades, the development of a research study has highlighted burnout as a worrying concern for educational policymakers (Droogenbroeck, et al, 2014; Jacobson, 2016, Ford, et al.,2019, Ansley, et al.,2021) and educational managers, mainly because of the expenses of mental health and wellness treatment for instructors, the increase in healthcare costs, and the increase in healthcare costs (Craig,2017)
The improvements on teacher burnout subscales weresignificant (p = .01) for bothdisengagementand exhaustion, and on the teacher, self-efficacy was(p = .05).The Wilcoxon Signed Ranks Test was used toassess whether there was a significant difference betweenpre-and post-scores on both Oldenburg Burnout Inventory (OLBI) and TES for both the experimental and control group
It shows that most teachers were suffering fromsignificant teacher burnout in the pretesting of both experimental and control groups
Summary
The development of a research study has highlighted burnout as a worrying concern for educational policymakers (Droogenbroeck, et al, 2014; Jacobson, 2016, Ford, et al.,2019, Ansley, et al.,2021) and educational managers, mainly because of the expenses of mental health and wellness treatment for instructors, the increase in healthcare costs, and the increase in healthcare costs (Craig,2017). Teachers usually face day-to-day challenging needs and work challenges that require a high level of emotional involvement in their work, regardless of the level of education, the students’ type, and the learning they demonstrate (Extremera, et al.,2010; Kyriacou,2001) When these demands exceed the business and/or personal resources that educators have, as well as the situation, gradually becomes persistent, it promotes the appearance of conditions as well as symptoms associated with stress and anxiety, depression, tension, and the supposed syndrome of exhaustion (Martínez-Monteagudo, et al.,2019). there are attitudes and behaviors of indifference called indolence, sometimes abusive towards the client; and www.psychologyandeducation.inet guilt caused by attitudes or indolent behavior (Figueiredo-Ferraz et al.,2016; Gil-Monte,2007; Rabasa et al.,2016). ASD is characterized by persistent impairments in reciprocal social interaction and communication across multiple contexts, as well as the presence of restricted, repetitive, and stereotypical behaviors and interests
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