초등교사의 마음챙김과 심리적 소진의 관계에서 신체활동과 반추의 조절 효과 = The Moderating Effects of Physical Activity and Rumination on the Relationship between Mindfulness and Psychological Burnout in Elementary School Teachers

다국어 초록 (Multilingual Abstract)

Purpose: Based on the differential susceptibility theory, this study aimed to examine whether the moderating effect of physical activity on the relationship between elementary school teachers’ mindfulness and psychological burnout varies according to the level of rumination tendency.
Methods: Data from 268 elementary school teachers across Korea (91 men, 177 women) were analyzed. Descriptive statistics and correlations were examined using SPSS 26.0, and moderated moderation was tested with PROCESS Macro Model 3.
Results: First, elementary school teachers’ mindfulness showed a significant negative correlation with overall psychological burnout as well as all of its subcomponents. In contrast, no significant relationship was found between mindfulness and physical activity. Second, the simple moderating effect of physical activity on the relationship between mindfulness and psychological burnout was not statistically significant. Third, the analysis of whether the moderating role of physical activity differed as a function of rumination revealed a significant moderated moderation effect, suggesting that the effect of mindfulness emerged only under specific combinations of physical activity and rumination.
Conclusion: This suggests that mindfulness is not a universal protective factor that works equally well for all teachers, but rather a conditional protective factor whose effectiveness may vary depending on how an individual’s physical resources and cognitive habits are combined.Thus,the effects of mindfulness in teacher burnout interventions would be understood not as universally uniform, but as condition-dependent, with particular attention to groups that are more sensitive to the intervention.