Abstract
Objectives This study explored the relationship between elementary school teachers' perception of student problem behavior, teacher mindfulness, and burnout, and verified whether mindfulness had a moderating effect on the relationship between student problem behavior and burnout.
 Methods To this end, a survey of elementary school teachers located in Jeju-si was conducted from October 15 to October 30, 2020, and 165 data were used for analysis. In order to confirm the mean and standard deviation of major variables, descriptive statistical analysis and correlation analysis were performed to verify the relationship between variables. Hierarchical regression analysis was conducted to verify the moderating effect of teacher mindfulness and its sub-factors, which are regulatory variables.
 Results The main results of this study are as follows. There is a significant static correlation between teacher-perceived problem behavior and burnout, and the higher the teacher's perceived problem behavior, the higher the possibility of experiencing burnout. Second, it was found that mindfulness has a negative correlation with teacher burnout, so that the more mindfulness teachers practice, the lower the burnout phenomenon. Third, as a result of examining the moderating effect of teacher mindfulness in the relationship between students' perception of problem behavior and burnout, there was no moderating effect that could alleviate teacher's burnout.
 Conclusions Based on the research results, suggestions to prevent burnout of elementary school teachers and follow-up studies to explore moderating variables that can alleviate burnout caused by students' problem behaviors were suggested.
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