Mindfulness, psychological resilience, and well-being as predictors of professional identity among early childhood teachers

The findings highlight mindfulness as a critical factor in strengthening professional identity among early childhood educators by enhancing both psychological resilience and well-being. These results contribute to professional identity theory by incorporating metacognitive and psychological constructs, and also provide practical implications: integrating mindfulness-based interventions (e.g., mindfulness meditation, stress-reduction programs) into teacher training can help educators enhance emotion regulation and resilience. Additionally, creating supportive and caring work environments may further promote teachers' well-being and sustainable professional development.