This study examined the relationships among teachers’ self-efficacy beliefs, interpersonal mindfulness, emotion regulation, and burnout, with the intention of exploring the mediating roles of interpersonal mindfulness and emotion regulation. A total of 224 elementary school teachers from 36 elementary schools in a high-poverty, inner city setting in the Northeastern United States participated voluntarily in the study. Correlation and path analyses were conducted to analyze the data. The results of the study showed that teachers’ self-efficacy beliefs, interpersonal mindfulness, emotion regulation, and burnout were significantly related to each other. The results also showed that teachers’ interpersonal mindfulness and expressive suppression served as crucial mediating pathways from self-efficacy to burnout; thereby should be considered among the inventory of psychological resources that protect teachers against burnout.

中文翻译：

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教师自我效能信念与倦怠：人际正念在教学和情绪调节中的中介作用


本研究考察了教师自我效能信念、人际正念、情绪调节和职业倦怠之间的关系，旨在探讨人际正念和情绪调节的中介作用。来自美国东北部高度贫困内城区 36 所小学的 224 名小学教师自愿参与了这项研究。进行相关性和路径分析来分析数据。研究结果表明，教师的自我效能信念、人际正念、情绪调节和倦怠之间存在显着相关。结果还表明，教师的人际正念和表达抑制是从自我效能感到倦怠的重要中介途径。因此，应将其纳入保护教师免遭倦怠的心理资源清单中。