Effectiveness of Mindfulness Based on Stress Reduction onTeacher’s Job Stress and Job Burnout

This study aims to determine the effectiveness of Mindfulness Based Stress Reduction on job stress and job burnout of teachers in Minoodasht. This research was applied in terms of purpose and in experimental implementation of pre-test-post-test with control group. The population of this study was male teachers in Minoodasht city, 200 of whom were selected by two-stages cluster. The questionnaire of the British Institute of Health and Safety (1990) was used to measure job stress and the questionnaire of Mazlach et al. (1996) was used to measure job burnout. The construct validity of the Persian versions of both questionnaires had previously been confirmed by confirmatory and exploratory factor analysis methods and their content validity and reliability in this study were calculated by Cronbach's alpha method of 0.81 and 0.84, respectively. Following their 60 scores one standard deviation above the mean were randomly assigned in two experimental and control groups. The experimental group was undergone by mindfulness-based stress-reduction, however, the control group received no intervention. After 8 sessions interventions, both with stress and burnout in the post-test questionnaires were evaluated. The results of multivariate analysis of covariance showed a significant difference between experimental and control groups after the intervention of occupational stress test variables and burnout(p < 01/0). Comparison of means showed that the mean of two variables of emotional fatigue and depersonalization in the post-test in the experimental group changed lower than the control group, while the mean of individual performance in the experimental group in the post-test changed higher than the control group. Therefore, it is possible to take steps to reduce job stress and job burnout of teachers through in-service training based on mindfulness-based stress reduction methods.