Introduction and purpose: Professional identity and mindfulness of teachers play an important role in reducing their job burnout and can improve the quality of education. The purpose of the present study was to investigate the relationship between the professional identity of primary education teachers and their burnout with the role of mindfulness as a mediator in Kazeroon city.
Research methodology: The research method was descriptive and correlational. For this purpose, 350 people out of 1700 primary education teachers were evaluated as a statistical sample. The required information was collected through job burnout questionnaire (Meslesh, 1981), teachers' professional identity questionnaires (Chang, 2008) and mindfulness questionnaire (Baer et al., 2006). Considering the normality of data distribution, Pearson correlation test,Sobel test and stepwise regression analysis were used to analyze the data.
Findings: The results showed that there is a significant relationship between professional identity, job burnout and mindfulness. Professional identity with a beta value of 0.320 had an effect on teachers' burnout. Also, the results showed that professional identity with a beta value of -0.305 has an effect on teachers' mindfulness and can predict about 9% of changes in the dependent variable. Professional identity with a beta value of -0.162 and mindfulness with a beta value of -0.519 have an impact on teachers' burnout and can predict about 35% of changes in the dependent variable. And finally, the results showed that considering the error level of ∝ 0.05, if the value is greater than 1.96, the observed indirect effect is statistically significant.
Conclusion: Teachers with stronger professional identity and higher mindfulness are more able to deal with job stress. Mindfulness training can be an effective way to improve resilience and improve the quality of teachers' work life.