In the article "The protective effects of mindfulness against burnout among educators", authors Abenavoli, Jennings, Greenberg, Harris, and Katz, analyze the self-reports completed by 64 educators (98 percent Caucasian) from two middle schools in Pennsylvania to associate the three components of burnout and its causes. Statistics gathered by MetLife show that 51 percent of US educators report "experiencing excessive stress several days per week and nearly 40percent leave the profession within the first five years of teaching" (pg 57). This study aims to identify factors that can be altered in the stress of the profession to help teachers cope and the authors believe that social and emotional competence can be the key. After weeks of reading and learning about Social and Emotional Learning, it seems pretty obvious that if teachers believe that it can be extremely beneficial to the overall well-being, motivation and academic excellence for students, why not apply the same practices for themselves to receive similar benefits.
The study's results found mindfulness (defined as paying attention in a particular way: on purpose, in the present moment, and non-judgementally) to be a key component of association leading to burnout (characterized by emotional exhaustion, depersonalization, and low personal accomplishment). Statistical data retrieved from this study showed a strong correlation between low levels of mindfulness and the characteristics of burnout as well as a strong correlation also between high levels of mindfulness and lower reports of characteristics of burnout. Mindfulness also seemed to be a "protective factor" against burnout, having found that when mindlessness is not strong, higher levels of ambition lead to high levels of burnout.
As learned throughout this course, Social and Emotional Learning can have a huge impact on students to give them the tools not only to maneuver through the educational system but through life. Again, if educators can promote this for students because of the known advantages and positive effects, why not promote it for themselves as well? Of course, if schools struggle with introducing and maintaining SEL programs for students, I don't seem them jumping at the idea of introducing them for their teachers as well. Nonetheless, even if districts or schools do not give full support for the implementation of these programs for teachers, there are still little things that can be done between departments or even individual teachers. A quick google search even brought up journals and books for teachers to use and go by. As teacher use each other for researches as well, those individually practicing SEL for themselves could also recommend it to their colleagues.
Reference: Abenavoli, R. M., Jennings, P. A., Greenberg, M. T., Harris, A. R., & Katz, D. A. (2013). The protective effects of mindfulness against burnout among educators. Psychology of Education Review, 37(2), 57-69.
The particular framing of mindfulness as "non-judgmental" was very striking. In reflecting on my own practice and the mindfulness that entails, I find myself being overly judgmental towards myself which undermines the enterprise of mindfulness and could be a good reason why I feel tired (or burned out) most of the time. As I mentioned on my own blog and in class, my DCT and I are promoting mindfulness through a personal positive/negative actions chart. I ought to embody non-judgmental mindfulness in the same manner that I hope my students are in their assignment.
ReplyDeleteI feel this deep in my soul, especially during this program, that I am never doing enough which is discouraging as I feel this way while also feeling completely overwhelmed and exhausted. I think it is so difficult to currently remain non-judgmental as we are constantly being observed, critiqued, and told that we should be doing more for our students, but I understand and appreciate the sentiment. There is a way to reflect on our day/ lessons without being so hard on ourselves. I forget who it was that told me the sign of a "good teacher" is always feeling like you're never doing enough for your students, but I think that this can be dangerous. I already feel myself burning out and I do not even have my credential yet. It is definitely important to practice what we preach and if we are preaching about being socially and emotionally competent, then we need to follow through.
ReplyDeleteI am glad that you chose to discuss this topic. Just as we as educators see the importance of utilizing effective SEL strategies for the benefit of our students, we too must implement the same for ourselves. To that end, I do see mindfulness as a way to guard against teacher burnout. Thanks for sharing!
ReplyDelete