Peran efikasi diri dalam memediasi interaksi mindfulness dan burnout pada guru sekolah dasar inklusif

The role of teachers, especially in primary school education, is something that needs to be considered as a form of anticipation of emotional fatigue that results in burnout. This study aimed to examine the effect of teacher self-efficacy in mediating the relationship of mindfulness to the domain of burnout conditions. Data collected from participants in inclusive primary school (n = 174) using convenience sampling techniques. This study used Mindfulness in Teaching Scale, Teacher Efficacy in Inclusive Practice, and Maslach Burnout Inventory-Educator Survey as measuring tools, which has been adapted to the context of inclusive education in Indonesia. The results of the regression test and the Sobel test showed that self-efficacy significantly mediates the relationship between mindfulness conditions and the domain of personal achievement in burnout conditions. The teacher's self-efficacy becomes an important thing to consider when wanting to handle mindfulness in helping to improve the domain of personal accomplishment in burnout conditions. Implications, limitations of the study, and suggestions for further research are discussed.