A longitudinal mixed-methods examination of emotional intelligence, mindfulness, and burnout among Chinese educators.
Frontiers in psychology January 1, 2025 Xiao Han, Mingmu Jiao, Gemma M Perey 5 citations
Over 12 months, 216 secondary school educators in mainland China reported reduced emotional exhaustion and depersonalization, while their emotional intelligence remained stable. More daily mindfulness practice was linked to less emotional exhaustion. Interviews with 35 participants revealed themes of heavy burnout, the perceived value of emotional intelligence, mindfulness as a coping strategy, personal coping methods, high self-awareness paired with difficulty regulating emotions, and systemic pressures. Practical barriers limited sustained mindfulness engagement. The findings suggest mindfulness can help reduce emotional exhaustion in educators, but systemic and practical constraints affect its use.