Aim: The use of experiences by teachers with the erosion of psychological resources becomes a determining factor in the occurrence of psychological burnout and a serious threat to the quality of education and the health of the organization.The present study aimed to model the structural equations of experiential avoidance and burnout in teachers: with the mediating role of psychological capital. Method: The present study is descriptive in terms of method and correlation. The statistical population of this study was teachers in the first district of Karaj Education and Training in the academic year 1403-1404, of which 331 people were randomly selected. To collect data, Luthans' Psychological Capital Questionnaire (2007), Meslash's Burnout Questionnaire (1981) and the Multidimensional Experiential Avoidance Questionnaire of Gams et al. (2011) were used. The data were analyzed using Pearson correlation and structural equation modeling methods. Results: The results showed that burnout has a direct and significant relationship with experiential avoidance. Also, psychological capital as a mediating variable showed a positive and significant effect in this relationship. The indicators of this model had a good fit in teachers of District 1 of Karaj. Conclusion: The research findings show that psychological interventions based on cognitive capital can effectively play a role in reducing burnout and experiential avoidance.

Key words: Experiential avoidance, burnout, psychological capital, teachers