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Psychological Capital and Burnout in Teachers: The Mediating Role of Flourishing

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  • Carlos Freire

    (Department of Psychology, University of A Coruña, 15071 A Coruña, Spain)

  • María del Mar Ferradás

    (Department of Psychology, University of A Coruña, 15071 A Coruña, Spain)

  • Alba García-Bértoa

    (Department of Psychology, University of A Coruña, 15071 A Coruña, Spain)

  • José Carlos Núñez

    (Faculty of Psychology, University of Oviedo, 33003 Oviedo, Asturias, Spain)

  • Susana Rodríguez

    (Department of Psychology, University of A Coruña, 15071 A Coruña, Spain)

  • Isabel Piñeiro

    (Department of Psychology, University of A Coruña, 15071 A Coruña, Spain)

Abstract

In keeping with the growth in the development of healthy environments in organizational contexts, in recent years, there has also been increasing interest in the identification of personal psychological resources that contribute to improved worker mental health. From this proactive approach, this study examines the mediating role of flourishing in the relationship between psychological capital (PsyCap) and burnout in teachers, a professional group that is particularly prone to suffering from this syndrome. A total of 1379 teachers from pre-school, primary, secondary, and vocational education systems participated in the study. The mediating effect of flourishing was determined via mediation analysis using the PROCESS macro. The results showed that flourishing partially mediates the negative effect of PsyCap on the three symptoms of burnout (emotional exhaustion, depersonalization, and lack of professional accomplishment). These findings indicate that both PsyCap and flourishing may be effective personal resources in reducing teacher burnout. Therefore, in order to prevent burnout, it is advisable to design interventions that combine PsyCap and flourishing.

Suggested Citation

  • Carlos Freire & María del Mar Ferradás & Alba García-Bértoa & José Carlos Núñez & Susana Rodríguez & Isabel Piñeiro, 2020. "Psychological Capital and Burnout in Teachers: The Mediating Role of Flourishing," IJERPH, MDPI, vol. 17(22), pages 1-14, November.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:22:p:8403-:d:444435
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    References listed on IDEAS

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    1. Renata Teles & Antonio Valle & Susana Rodríguez & Isabel Piñeiro & Bibiana Regueiro, 2020. "Perceived Stress and Indicators of Burnout in Teachers at Portuguese Higher Education Institutions (HEI)," IJERPH, MDPI, vol. 17(9), pages 1-11, May.
    2. María del Mar Ferradás & Carlos Freire & Alba García-Bértoa & José Carlos Núñez & Susana Rodríguez, 2019. "Teacher Profiles of Psychological Capital and Their Relationship with Burnout," Sustainability, MDPI, vol. 11(18), pages 1-18, September.
    3. Veronika Huta & Alan Waterman, 2014. "Eudaimonia and Its Distinction from Hedonia: Developing a Classification and Terminology for Understanding Conceptual and Operational Definitions," Journal of Happiness Studies, Springer, vol. 15(6), pages 1425-1456, December.
    4. Ed Diener & Derrick Wirtz & William Tov & Chu Kim-Prieto & Dong-won Choi & Shigehiro Oishi & Robert Biswas-Diener, 2010. "New Well-being Measures: Short Scales to Assess Flourishing and Positive and Negative Feelings," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 97(2), pages 143-156, June.
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    Cited by:

    1. Changkang Sun & Xuechao Feng & Binghai Sun & Weijian Li & Chenyin Zhong, 2022. "Teachers’ Professional Identity and Burnout among Chinese Female School Teachers: Mediating Roles of Work Engagement and Psychological Capital," IJERPH, MDPI, vol. 19(20), pages 1-10, October.
    2. Min Xie & Shunsen Huang & Li Ke & Xia Wang & Yun Wang, 2022. "The Development of Teacher Burnout and the Effects of Resource Factors: A Latent Transition Perspective," IJERPH, MDPI, vol. 19(5), pages 1-16, February.

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