This study had the goal to examine factors that are associated with burnout and engagement among teachers from diverse educational stages. Among these factors, we analyzed socio-demographic aspects, such as gender, age and years of experience, and other psychological teacher-related variables like teacher’s self-efficacy and teacher-student relationships. We also considered the potential mediating role of mindfulness in these relationships. The sample was made up by 425 Spanish teachers who answered an online survey. We administered the following measures: Revised version of the Teacher’s Burnout Questionnaire, Utrecht Work Engagement Scale, Mindfulness in Teaching Scale –which distinguished between intrapersonal and interpersonal mindfulness-, Teacher’s Sense of Self-efficacy Scale, and some questions related to the relationships between students and teachers in the classroom. We conducted a mediational analysis through structural equation modeling (SEM). Our findings indicated that both intrapersonal and interpersonal mindfulness mediated the relation between self-efficacy, which played a direct and an indirect role, the teacher-student relationship, and burnout and engagement. The socio-demographic variables of gender and years of experience played a significant role in mindfulness. The teachers with more self-efficacy were more likely to pay attention to their daily activity and to show more receptivity with their students, which resulted in lower burnout and more engagement. In addition, better relationships with students led to higher intrapersonal mindfulness levels, which mediated the relation with burnout and engagement. These relations varied depending on specific burnout and engagement dimensions. We discuss the implications of these findings for improving teachers´ implication in the education field.

本研究的目的是检查与不同教育阶段教师的倦怠和参与相关的因素。在这些因素中，我们分析了社会人口因素，如性别、年龄和经验年限，以及其他与教师心理相关的变量，如教师的自我效能和师生关系。我们还考虑了正念在这些关系中的潜在中介作用。该样本由 425 名回答在线调查的西班牙语教师组成。我们实施了以下措施：教师倦怠问卷的修订版、乌得勒支工作投入量表、教学中的正念量表——区分人际正念和人际正念——教师自我效能感量表，以及一些有关课堂上师生关系的问题。我们通过结构方程模型 (SEM) 进行了中介分析。我们的研究结果表明，内省和人际正念都介导了自我效能感（起直接和间接作用）、师生关系、倦怠和投入之间的关系。性别和经验年限的社会人口变量在正念中发挥了重要作用。具有更高自我效能感的教师更可能关注他们的日常活动，并更容易接受学生，从而降低倦怠和更多参与。此外，与学生更好的关系导致更高的个人正念水平，它调节了与倦怠和敬业度的关系。这些关系因特定的倦怠和参与维度而异。我们讨论了这些发现对提高教师在教育领域的影响的影响。