A longitudinal mixed-methods examination of emotional intelligence, mindfulness, and burnout among Chinese educators.
Xiao Han, Mingmu Jiao, Gemma M Perey
Frontiers in Psychology 2025 DOI: 10.3389/fpsyg.2025.1599585 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Longitudinal mixed-methods study Qualitative Peer reviewed |
|---|---|
| Sample size | 216 |
| Population | Secondary school educators in mainland China |
| Intervention | Mindfulness practices |
| Duration | 12-month study |
| Topics | Meditation |
| Keywords | Chinese educators Coping strategies Emotional exhaustion Emotional intelligence Longitudinal study Teacher well-being Mindfulness meditation Teacher burnout Workplace wellness Stress management |
| Citations | 5 |
| Key findings | Mindfulness practice duration was inversely correlated with emotional exhaustion, and both emotional exhaustion and depersonalization decreased over 12 months. |
Abstract
This 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. The 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. Quantitative 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. The 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.
Comparable studies
Other qualitative studies on meditation, most cited first.
Citations in the library
Cites 9
- Mechanisms of mindfulness Journal of Clinical Psychology December 29, 2005
- Mindfulness for Teachers: A Pilot Study to Assess Effects on Stress, Burnout, and Teaching Efficacy Mind, Brain, and Education August 16, 2013
- Does Emotional Intelligence Mediate the Relation Between Mindfulness and Anxiety and Depression in Adolescents? Frontiers in Psychology December 12, 2018
- Emotional Intelligence and Mindfulness: Relation and Enhancement in the Classroom With Adolescents. Frontiers in Psychology 2018
- Teaching Mindfulness to Teachers: a Systematic Review and Narrative Synthesis Mindfulness February 23, 2017
and 4 more in the library