OICC Press Journal of English Language Pedagogy and Practice 2645-3584 18 2 2025 12 31 Comparing the Effect of Mindfulness-Based Training and Clinical Supervision on EFL Teachers’ Resilience 10.57647/jelpp.2025.1802.22 EN Jalal Naziri Department of English, CT.C., Islamic Azad University, Tehran, Iran Hamid Marashi Department of English, CT.C., Islamic Azad University, Tehran, Iran Behdokht Mall-Amiri Department of English, CT.C., Islamic Azad University, Tehran, Iran Journal Article 2025 12 31 Teacher resilience is considered a pivotal teacher-related variable in all educational contexts and resilient teachers may positively influence students’ learning outcomes. At the same time, mindfulness-based training (MBT) and clinical supervision (CS) are two rather innovative approaches in education, both of which have emerged from realms other than education and adopt a non-didactic methodology with promising results of both procedures having been reported in the English as a foreign language (EFL) literature. Accordingly, the current study sought to explore the differential impacts of MBT and CS on Iranian EFL teachers’ resilience. The participants, selected non-randomly through convenience sampling, comprised 64 teachers teaching at a private language school in Tehran. They were assigned to two equal experimental groups each consisting of 32 participants. Prior to the treatment, the two groups responded to the Teacher Resilience Scale (TRS) as the pretest. Next, one of the experimental groups underwent CS while the second group was exposed to MBT. After the treatment, both groups responded to the TRS again as the posttest. The results of the one-way ANCOVA indicated that CS was significantly more effective in enhancing EFL teachers’ resilience compared to MBT. Based on the results, teacher educators and supervisors are encouraged to raise teachers’ awareness concerning the benefits of CS and may consider implementing CS as a strategy to enhance EFL teachers’ resilience.