The Relationship between Mindfulness and Burnout in Eastern Kentucky Educators
As educator attrition continues to plague public education in the United States, attention turns to teacher burnout as a major component of the problem. Statistics suggest that up to half of new teachers will quit the profession or leave their district within the first five years of their careers. In either case, public schools and students continue to experience negative outcomes associated with ongoing teacher turnover. The burden of the problem in Eastern Kentucky is significant, though little is published regarding the burnout experiences of Eastern Kentucky teachers. Some published research findings suggest that teacher mindfulness practice may be associated with reduced risk of burnout, which could ultimately help retain teachers. This study evaluated the relationship between teacher mindfulness and burnout with a focus on identifying factors that reduce the risk of burnout. Findings from the study indicate that the construct Intrapersonal Mindfulness can predict the level of burnout experienced by teachers in the study population. Further, Odds Ratio and Relative Risk calculations suggest that those with elevated Intrapersonal Mindfulness have reduced risk of “average” or “high” burnout and increased risk of “low” burnout. Consistent with published literature, the results also suggest that Eastern Kentucky teachers experience significantly higher levels of burnout than those in other “helping” professions. Findings from this study can be used to inform intervention studies designed to reduce the burden of burnout on teachers, districts, and students.