Mindfulness, Well-Being and Burnout Among Teachers Working With Children With Disabilities in Romania: A Structural Equation Modeling Approach.
Lucia Patricia Bişog, Tudor-Daniel Huțul, A. Karner-Huțuleac
Psychological Reports May 10, 2026 DOI: 10.1177/00332941261450869 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Observational cross-sectional study Peer reviewed |
|---|---|
| Sample size | 175 |
| Population | Teachers working with children with disabilities in Romania, recruited through convenience and snowball sampling from schools and educational networks; aged 22–65 years (M = 42.78, SD = 11.10), 91.4% women |
| Topics | Meditation |
| Keywords | Education |
| Key findings | Mindfulness showed an indirect effect in the relationship between meaningful work and well-being, and between meaningful work and burnout, even when controlling for age. The structural equation model showed good fit. The authors argue that mindfulness plays a critical role in the professional experience of teachers working with children with disabilities. |
Abstract
This study aims to examine the indirect role of mindfulness in the relationship between meaningful work and well-being, as well as between meaningful work and burnout, in a sample of 175 teachers working with children with disabilities in Romania. Participants were recruited through convenience and snowball sampling from schools and educational networks, and were aged between 22 and 65 years (M = 42.78, SD = 11.10), with 91.4% identifying as women. Data were collected using validated self-report measures and analyzed using Structural Equation Modeling (SEM) with maximum likelihood estimation. The SEM model reveals optimal model fit indicators. The main findings indicate that mindfulness exerts an indirect effect on both relationships, even when controlling for age. The present paper highlights the critical role of mindfulness in the professional experience of teachers working with children with disabilities. Theoretical and practical implications are discussed.
Comparable studies
Other cross-sectional and survey studies on meditation, most cited first.
| Study | Year | Design | Participants |
|---|---|---|---|
| Construct Validity of the Five Facet Mindfulness Questionnaire in Meditating and Nonmeditating Samples Experienced meditators and nonmeditating comparison groups | 2008 | Cross-sectional study | |
| Neural Correlates of Dispositional Mindfulness During Affect Labeling Adult participants | 2007 | Observational cross-sectional | n = 27 |
| Assessing mindfulness in children and adolescents: Development and validation of the Child and Adolescent Mindfulness Measure (CAMM). School-aged children and adolescents | 2011 | Cross-sectional validation study | n = 1,413 |
| Mindfulness and self-compassion as predictors of psychological wellbeing in long-term meditators and matched nonmeditators Experienced meditators and demographically matched nonmeditators | 2012 | Cross-sectional study | n = 152 |
| Mechanisms of Action in the Inverse Relationship Between Mindfulness and Psychological Distress Undergraduates | 2008 | Cross-sectional, correlational |
Citations in the library
Cites 7
- The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology 2003
- Mindfulness: Theoretical Foundations and Evidence for its Salutary Effects Psychological Inquiry October 19, 2007
- Mindfulness for Teachers: A Pilot Study to Assess Effects on Stress, Burnout, and Teaching Efficacy Mind, Brain, and Education August 16, 2013
- Mindfulness, teacher mental health, and well-being in early education: a correlational study. BMC Psychology August 6, 2024
- Efficacy of Mindfulness Based Stress Reduction (MBSR) Program on Psychological Wellbeing, Psychological Distress, and Subjective Wellbeing Among Special Education Teachers Qlantic Journal of Social Sciences and Humanities March 30, 2025
and 2 more in the library