Objective: This study examined the mediating effect of self-compassion in the relationship between mindfulness and ego-resilience among early childhood teachers, and further explored the moderating effect of a growth mindset. Specifically, the study focused on the moderated mediation effect in which mindfulness influences ego-resilience through self-compassion, depending on the level of growth mindset. Methods: The participants of this study were early childhood teachers from across South Korea. Data were collected through an online survey. After excluding responses that were considered insincere or repetitive, a total of 426 responses were used for the final analysis. The collected data were analyzed using SPSS 27.0 and the SPSS PROCESS macro version 3.5. Results: First, self-compassion was found to partially mediate the relationship between mindfulness and ego-resilience among early childhood teachers. Second, the higher the level of growth mindset, the stronger the effect of mindfulness on self-compassion. Third, growth mindset was shown to play a moderating role in the mediating effect of self-compassion on the relationship between mindfulness and ego-resilience. Conclusions: To enhance ego-resilience in early childhood teachers, it is important to foster positive psychological resources such as mindfulness and self-compassion. Furthermore, promoting a growth mindset and effectively regulating its role can contribute to synergistic effects.