Teaching demands, mindfulness, and assessment workload as predictors of burnout among college of education lecturers: a mediation-moderation analysis

= 1.58). Latent class analysis further identified three burnout risk profiles, with approximately 16.2% of respondents falling into a high-risk class characterized by poor mindfulness, imbalanced work-life dynamics, excessive workload, and elevated sleep disturbance. These findings accentuate the urgent need for institutional reforms targeting workload management, emotional well-being, and systemic burnout prevention. Integrating mindfulness-based interventions, promoting flexible work arrangements, and addressing sleep-related challenges are critical strategies for sustaining academic staff vitality and productivity.