Intrapersonal mindfulness is associated with reduced risk of burnout among Central Appalachian educators

National statistics suggest that up to 40% of new teachers will leave their school or the teaching profession within their first five years of teaching. Much of this attrition is associated with work-related burnout, some of which may be preventable with targeted worksite health interventions. Previous research suggests that mindfulness skills may be protective from burnout, ultimately reducing the likelihood of attrition from the profession.

This study compared the self-reported levels of burnout and secondary traumatic stress with participants' levels of interpersonal and intrapersonal mindfulness. A total of 144 participants completed the Professional Quality of Life Inventory and the Mindfulness in Teaching Inventory. Study participants included K-12 teachers in Eastern Kentucky. Odds Ratios and Relative Risks were calculated using Epi Info. Pearson correlations, linear regression, and ANOVA analyses were completed using SPSS. Chronbach's alpha values were also calculated to evaluate score reliability of the five constructs.

Relative Risks and Odds Ratios of having secondary traumatic stress scores of "average/high" were significantly lower for those with high intrapersonal mindfulness scores (OR = 0.12, CI: 0.05-0.30; RR = 0.21, CI: 0.10-0.44). Those who reported high intrapersonal mindfulness scores were up to 11 times more likely to report "low" burnout than those who reported low intrapersonal mindfulness scores (OR = 11.58, CI: 5.06-26.52). Burnout neg- atively correlated with intrapersonal mindfulness (r = -0.616, p < .05) suggesting that as intrapersonal mindfulness level decreases, burnout increases. ANOVA testing identified significant differences in burnout based on intrapersonal mindfulness level (F = 8.928, p <.05).

Those who reported high levels of intrapersonal mindfulness had significantly reduced risk of burnout. These results will inform further research in the region regarding mindfulness practice and the experience of burnout among teachers in the region. Thus, mindfulness may be protective from occupation-related burnout for this population. Interventions informed by additional research could reduce the burden of occupation-related burnout and may ultimately contribute toward reduced attrition in the teaching profession.