Background and Objective. This study aimed to predict job burnout among principals and assistant principals in elementary schools of Kazerun County based on work-related stress and mindfulness.
Methods. The study was applied and descriptive-correlational. The population consisted of 117 elementary school principals and assistant principals, all of whom were included through census sampling. Data were collected using standardized measures of burnout, work-related stress, and five-facet mindfulness. Content validity was reviewed by experts, and Cronbach’s alpha coefficients were .86 for work-related stress, .91 for mindfulness, and .83 for burnout. Kolmogorov-Smirnov tests, Pearson correlations, and multiple regression analyses were conducted in SPSS 26.
Results. The work-related stress model explained 56% of the variance in burnout (R² = .56), with work time showing the strongest standardized coefficient (β = .42). The mindfulness model explained 76% of the variance (R² = .76). Non-reactivity to inner experience had the largest standardized coefficient (β = .39), followed by acting with awareness (β = .34) and non-judging of inner experience (β = .28); observing and describing did not show unique significant contributions.
Conclusion. The findings indicate that organizational and time-related pressures, together with mindfulness-related skills, are important predictors of burnout in school managers. Workload and time-management reforms combined with mindfulness-oriented training may therefore be considered in preventive programs.