Effect of a mindfulness-based cognitive behavior therapy intervention on occupational burnout among school teachers.

ABSTRACT:

Background

We aimed to assess the effect of mindfulness-based cognitive behavior therapy (MB-CBT) as an intervention to reduce burnout among secondary school teachers in Nepal.

Methods

The baseline survey of this randomized controlled trial included 218 secondary school teachers from 37 schools in Kathmandu. At a one-month follow-up, 192 teachers completed post-test survey. The Maslach Burnout Inventory for Educators (MBI-ES) tool was used to measure burnout in three dimensions: emotional exhaustion (EE), depersonalization (DP), and personal accomplishment (PA). Teachers in the treatment arm (n=102) received MB-CBT, while those in the control arm (n=116) continued their regular activities. Linear regression models with generalized estimating equations were used to calculate

SUBMITTER: Paudel NR 

PROVIDER: S-EPMC11802515 | biostudies-literature | 2024

REPOSITORIES: biostudies-literature