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ERIC Number: EJ1051458
Record Type: Journal
Publication Date: 2015-Mar
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0033-3085
Teacher Distress and the Role of Experiential Avoidance
Hinds, Erika; Jones, Laura Backen; Gau, Jeffrey M.; Forrester, Kathleen K.; Biglan, Anthony
Psychology in the Schools, v52 n3 p284-297 Mar 2015
Teachers' psychological well-being is important for teachers and students, but teaching is highly stressful, particularly in special education. We examined the role of experiential avoidance (EA) in the well-being of 529 middle and elementary school teachers. EA involves the tendency to avoid thoughts, feelings, and other internal experiences, even when doing so causes long-range consequences. Using a teacher-specific measure, we investigated EA's relationship to stress associated with student misbehavior and limited social support. We also assessed EA's relationship to burnout and depression, finding EA significantly and moderately correlated with depression and all scales of Maslach's Burnout Inventory. Mediation analyses showed EA mediated the relationship between stress associated with student behavior and measures of well-being. We found 26.8% of teachers to be mildly, 8.9% moderately, and 2.8% moderately severely or severely depressed. This evidence concurs with studies showing the value of mindfulness-based interventions and points to the utility of implementing interventions aimed at decreasing EA in teachers.
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Elementary Education
Audience: N/A
Language: English
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH); National Institute on Drug Abuse (DHHS/PHS)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Maslach Burnout Inventory
Grant or Contract Numbers: HD60922; DA-019037