Wellbeing and burnout in schoolteachers: the psychophysiological case for self-compassion

Abstract Schoolteachers are a profession at high risk for workplace burnout. The Jobs Demands-Resource model is useful in understanding burnout in this population. However, a better understanding of what psychological and physiological factors serve as demands and resources, and how these might interact to predict burnout is needed. In this study, we obtained cardiac activity (Heart Rate Variability) over a working day, as well as self-reported stress and psychological measures of self-compassion, self-criticism, emotional exhaustion and dysregulation, depersonalisation, self-reassurance and personal accomplishment in a sample of 57 primary school staff. A logistic regression analysis identified self-compassion ( OR = 12.91, 95% CI = 1.62–180.74) and self-criticism ( OR = 1.25, 95% CI = 1.07–1.56) to be most strongly related to differences in Heart Rate Variability (root mean square of successive differences) between self-reported rest periods and periods of high stress. In addition, a mediation analysis revealed self-criticism was a significant predictor of the depersonalisation facet of burnout ( z = 2.16, p = .03), whereas results for self-compassion were more complex and were mediated by physiological coping (i.e., Heart Rate Variability) ( z = 2.60, p = .009). In the context of the Job Demands-Resources Model, we conclude that self-compassion can serve as an additional resource that can protect individuals in high-stress and demanding roles. Additionally, we recommend future research investigates compassion-focused interventions as part of institutional efforts to manage workplace stress and help ameliorate burnout in high-risk professional groups.