Mindfulness, psychological resilience, and well-being as predictors of professional identity among early childhood teachers.
Acta psychologica April 1, 2026 Xianhua Zhang, Enqin Yan 2 citations
Mindfulness is positively linked to professional identity among early childhood education teachers, both directly and indirectly through psychological resilience and well-being. A survey of 854 full-time kindergarten teachers in Shandong Province, China, found that mindfulness directly predicted professional identity (β = 0.15). Psychological resilience mediated 55.5% of the total indirect effect, and well-being mediated 22.6%. A sequential pathway through resilience then well-being also contributed. The findings suggest that mindfulness enhances professional identity by boosting resilience and well-being, supporting the integration of mindfulness-based interventions in teacher training to improve emotion regulation and sustainable professional development.