A longitudinal mixed-methods examination of emotional intelligence, mindfulness, and burnout among Chinese educators
IntroductionThis longitudinal mixed-methods study explored the interplay between emotional intelligence (EI), mindfulness practices, and burnout among secondary school educators in mainland China. The aim was to understand changes in these variables over time and the impact of mindfulness.MethodsThe...
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Frontiers Media S.A.
2025-05-01
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| Series: | Frontiers in Psychology |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1599585/full |
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| author | Xiao Han Xiao Han Mingmu Jiao Gemma M. Perey |
| author_facet | Xiao Han Xiao Han Mingmu Jiao Gemma M. Perey |
| author_sort | Xiao Han |
| collection | DOAJ |
| description | IntroductionThis longitudinal mixed-methods study explored the interplay between emotional intelligence (EI), mindfulness practices, and burnout among secondary school educators in mainland China. The aim was to understand changes in these variables over time and the impact of mindfulness.MethodsThe study tracked EI Wong and Law Emotional Intelligence Scale (WLEIS) and burnout Maslach Burnout Inventory - Educators Survey (MBI-ES) quantitatively over 12 months in a sample of 216 educators (189 completed all phases). Qualitative data were gathered through semi-structured interviews with 35 participants to explore lived experiences.ResultsQuantitative findings revealed a significant reduction in emotional exhaustion and depersonalization, while EI facets remained stable. Average daily mindfulness-practice duration was inversely correlated with emotional exhaustion (r = −0.28, p = 0.003). Qualitative analysis highlighted themes including the multifaceted burden of burnout, the perceived role of EI, mindfulness as a coping tool, personal coping mechanisms, high self-awareness alongside challenges in emotional regulation, and the impact of systemic stressors. Practical constraints reportedly limited sustained mindfulness engagement.DiscussionThe findings contribute to understanding the complex interactions between EI, mindfulness, and burnout in educators. This study offers insights into potential strategies for fostering teacher resilience and well-being within educational settings, emphasizing the benefits of mindfulness for emotional exhaustion while acknowledging limitations. |
| format | Article |
| id | doaj-art-c535d5b8cd3443c8a1753eb6d3191474 |
| institution | Kabale University |
| issn | 1664-1078 |
| language | English |
| publishDate | 2025-05-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj-art-c535d5b8cd3443c8a1753eb6d31914742025-08-20T03:48:06ZengFrontiers Media S.A.Frontiers in Psychology1664-10782025-05-011610.3389/fpsyg.2025.15995851599585A longitudinal mixed-methods examination of emotional intelligence, mindfulness, and burnout among Chinese educatorsXiao Han0Xiao Han1Mingmu Jiao2Gemma M. Perey3Department of Materials, Handan Vocational College of Science and Technology, Handan, ChinaCollege of Teacher Education, University of the Cordilleras, Baguio, PhilippinesDepartment of Materials, Handan Vocational College of Science and Technology, Handan, ChinaCollege of Teacher Education, University of the Cordilleras, Baguio, PhilippinesIntroductionThis longitudinal mixed-methods study explored the interplay between emotional intelligence (EI), mindfulness practices, and burnout among secondary school educators in mainland China. The aim was to understand changes in these variables over time and the impact of mindfulness.MethodsThe study tracked EI Wong and Law Emotional Intelligence Scale (WLEIS) and burnout Maslach Burnout Inventory - Educators Survey (MBI-ES) quantitatively over 12 months in a sample of 216 educators (189 completed all phases). Qualitative data were gathered through semi-structured interviews with 35 participants to explore lived experiences.ResultsQuantitative findings revealed a significant reduction in emotional exhaustion and depersonalization, while EI facets remained stable. Average daily mindfulness-practice duration was inversely correlated with emotional exhaustion (r = −0.28, p = 0.003). Qualitative analysis highlighted themes including the multifaceted burden of burnout, the perceived role of EI, mindfulness as a coping tool, personal coping mechanisms, high self-awareness alongside challenges in emotional regulation, and the impact of systemic stressors. Practical constraints reportedly limited sustained mindfulness engagement.DiscussionThe findings contribute to understanding the complex interactions between EI, mindfulness, and burnout in educators. This study offers insights into potential strategies for fostering teacher resilience and well-being within educational settings, emphasizing the benefits of mindfulness for emotional exhaustion while acknowledging limitations.https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1599585/fullemotional intelligencemindfulnessburnoutChinese educatorsteacher well-beinglongitudinal study |
| spellingShingle | Xiao Han Xiao Han Mingmu Jiao Gemma M. Perey A longitudinal mixed-methods examination of emotional intelligence, mindfulness, and burnout among Chinese educators Frontiers in Psychology emotional intelligence mindfulness burnout Chinese educators teacher well-being longitudinal study |
| title | A longitudinal mixed-methods examination of emotional intelligence, mindfulness, and burnout among Chinese educators |
| title_full | A longitudinal mixed-methods examination of emotional intelligence, mindfulness, and burnout among Chinese educators |
| title_fullStr | A longitudinal mixed-methods examination of emotional intelligence, mindfulness, and burnout among Chinese educators |
| title_full_unstemmed | A longitudinal mixed-methods examination of emotional intelligence, mindfulness, and burnout among Chinese educators |
| title_short | A longitudinal mixed-methods examination of emotional intelligence, mindfulness, and burnout among Chinese educators |
| title_sort | longitudinal mixed methods examination of emotional intelligence mindfulness and burnout among chinese educators |
| topic | emotional intelligence mindfulness burnout Chinese educators teacher well-being longitudinal study |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1599585/full |
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