Mindfulness as a buffer against job burnout and teaching motivation decline in academia

Abstract

Faculty members are central to higher education quality, yet increasing job demands have heightened stress and burnout, particularly in resource-limited settings. Mindfulness has emerged as a promising strategy to enhance well-being and teaching motivation while reducing burnout. This cross-sectional, descriptive-correlational study investigated the level of mindfulness and its association with teaching motivation and job burnout among 156 faculty members at Zahedan University of Medical Sciences in 2025. Participants (51.9% female, mean age 48.85) completed validated self-report questionnaires assessing mindfulness, teaching motivation, and job burnout. Results indicated moderate to low levels of mindfulness and average scores for both teaching motivation and job burnout. “Acting with awareness” was the strongest mindfulness facet, while “non-reactivity to internal experience” was the weakest. Emotional exhaustion was the most prominent burnout dimension. Statistical analysis revealed a significant positive correlation between mindfulness and teaching motivation and a negative correlation between mindfulness and burnout. These findings underscore the potential benefits of mindfulness in fostering motivation and mitigating job burnout among medical faculty, highlighting the need for targeted interventions in similar institutional contexts.