| Sumario: | Teachers' resilience has become an important topic in the literature in recent years due to factors such as increasing emotional demands in educational environments, role ambiguities, discipline problems, and intense work pace. It is emphasized that resilience plays a decisive role in protecting teachers from professional burnout, coping more effectively with stress, maintaining healthy classroom interactions, and establishing more functional relationships with students. The aim of this study is to determine the relationships between teachers' levels of mindfulness and cognitive flexibility and their resilience, and to reveal the extent to which these two variables predict resilience. The sample of the study consists of 260 teachers selected using a convenience sampling method. During the data collection process, the "Mindful Attention Awareness Scale" "Cognitive Flexibility Scale," and "The Brief Resilience Scale" were used, and the data obtained were examined using correlation and multiple regression analyses. The analysis results showed that mindfulness and cognitive flexibility exhibited positive and significant relationships with resilience. Furthermore, it was determined that mindfulness is a significant predictor of resilience, while cognitive flexibility, although important at the relationship level, has relatively limited predictive power. The findings show that teachers' abilities to be mindful in the moment, regulate emotions, and adapt to changing conditions significantly support their resilience. These skills contribute to teachers' resilience, enabling them to maintain their professional functioning and prevent professional burnout in the long term.
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