Research on the Psychological Path of Mindfulness Leadership and Job Burnout among College Teachers: Verification of the Impact Effects of Self-Efficacy and Emotional Regulation Ability Based on Artificial Intelligence

Zhuoren Liu; Xinrui Li

doi:10.62177/jetp.v3i1.1075

Authors

Zhuoren Liu School of Education, Guangzhou Huali collage
Xinrui Li School of Education, Guangzhou Huali Collage

DOI:

https://doi.org/10.62177/jetp.v3i1.1075

Keywords:

Mindfulness-Based Leadership, Burnout, Self-Efficacy, Emotional Regulation Ability, Artificial Intelligence assisted analysis

Abstract

Job burnout among university teachers poses a growing challenge to faculty well-being and sustainable development in higher education. Drawing on Conservation of Resources theory, this study examines how mindful leadership influences teacher burnout through the mediating roles of self-efficacy and emotional regulation ability. Survey data were collected from 658 full-time teachers across multiple universities in China and analyzed using structural equation modeling. In addition, artificial intelligence–assisted methods, including K-means clustering and sentiment analysis of open-ended responses, were employed to explore group heterogeneity and provide complementary evidence. The results show that mindful leadership is significantly and negatively associated with teacher burnout. Both self-efficacy and emotional regulation ability partially mediate this relationship, indicating that mindful leadership alleviates burnout by enhancing teachers’ psychological resources. AI-based clustering further identifies distinct teacher subgroups with different burnout risk profiles, underscoring the importance of differentiated intervention strategies. This study extends mindful leadership research to the higher education context and offers practical implications for leadership development and faculty support.

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