Results of a Teacher Burnout Intervention with Self-compassion and Self-Concordant Goals

Abstract

This research aimed to help decrease the level of burnout among Primary School teachers in Hungary. We conducted a 7 week-long "Renewal programme" intervention, which was based on self-compassion theory and the self-concordance model. Self-compassion practices advocate the adoption of an accepting mindset regarding one's own mistakes, and further assume that by setting self-concordant goals, one can create the conditions for long-term intrinsic motivation. Our results showed that the Renewal programme decreased participants' burnout levels. It also turned out that the programme was more effective for those participants who were doing their homework regularly. Self-compassion was a relatively new concept for teachers who participated in the intervention, but 6 months after the programme ended, the levels of it had increased further beyond what was recorded in the post-measurement. Our results show that social support is an important characteristic of the programme, as burnout subsequently decreased, while self-compassion increased, possibly due to the decreasing support of the former group members. As an enhancement, we recommend creating a private social media group for participants, something which would enable future participants to stay in touch after a programme like this has ended.