BackgroundIn recent years, the increasing demand for educational innovation and quality has created multiple occupational stressors for teachers. Long-term exposure to these stressors increases the risk of burnout, which influences mental and public health. Although numerous studies have evaluated the effectiveness of stress reduction interventions for educators, a gap exists in evidence-based research on mindfulness-based interventions (MBIs), specifically targeting this professional group.ObjectsThis study aims to evaluate the overall effects of MBIs on teachers' work stress.MethodsThis systematic review and meta-analysis focused on randomized controlled trials (RCTs) to evaluate the effectiveness of MBIs in alleviating teachers' work-related stress. Following the Preferred Reporting Items for Systematic Reviews and Meta-analyses 2020 guidelines, we searched five databases (PubMed, EMBASE, Cochrane, Web of Science, and PsycINFO) for relevant RCTs up to July 2025. We assessed the risk of bias using Cochrane RoB 2 tool.ResultsPooled data from 13 trials (N = 2119) showed that, compared with the waitlist control group, perceived stress significantly decreased after intervention (standardized mean difference, SMD = -2.37, 95% CI = [-4.40, -0.35]. Additionally, mindfulness levels increased (SMD = 0.59, 95% CI = [0.39, 0.79], p < 0.001), and negative emotions decreased (SMD = -0.95, 95% CI = [-1.27, -0.62], p < 0.001). However, the presence of methodological and clinical heterogeneity requires a cautious interpretation of these results.ConclusionFindings suggest that MBIs serves as an effective tool for reducing general perceived stress and improving teacher well-being. Results also emphasize the need to design and conduct studies with long-term follow-up.