Purpose: This study focuses on the importance of internal resources to alleviate teacher burnoutt. Specifically, it explores the roles of mindfulness and growth mindset as psychological recovery resources for teachers. Based on Hobfoll’s (1989) Conservation of Resources theory, the study conceptually presents the mechanisms through which these resources influence the mitigation of teacher burnout. Methods: A systematic literature review was undertaken to elucidate the theoretical underpinnings of mindfulness and growth mindset. Domestic literature was collected through major Korean academic databases including RISS (Academic Research Information Service), KISS (Korean Studies Information Service System), and DBpia, while international literature was sourced from databases such as Google Scholar, ERIC (Education Resources Information Center), and PubMed. Empirical and conceptual studies were synthesized to articulate and model the influence of these variables on alleviating teacher burnout. Results: The analysis revealed that mindfulness and growth mindset function as key factors positively affecting the reduction of teacher burnout. They were found to work complementarily, contributing to the strengthening of teachers’ psychological resilience. Conclusion: Mindfulness and a growth mindset further contribute to qualitative improvements and the sustainable development of educational environments. Therefore, it is essential to actively incorporate and promote these mechanisms in educational policies and teacher professional development programs.