The present study was conducted to investigate the effectiveness of mindfulness-based social-emotional learning training on job commitment and perceived competence in new teachers. The current study was a semi-experimental application with a pre-test-post-test design with a control group and a two-month follow-up period. The statistical population of the study was all new teachers from 2022 to 2023 in the Tabadkan region and District 2 of Mashhad city. In this research, 36 new teacher were selected by Voluntary sampling method and randomly assigned to experimental and control groups (18 new teacher in the experimental group and 18 new teacher in the control group). The new teachers in the experimental group received the mindfulness-based social-emotional learning training during twelve weeks in twelve 90-minute sessions. Job Commitment Questionnaire (JCQ) and Perceived Competence Questionnaire (PCQ) were used in the present study. The data were analyzed through mixed ANOVA via SPSS23 software. The results showed that mindfulness-based social-emotional learning training has significant effect on the job commitment (p<0.0001) and perceived competence (p<0.0001) in new teachers. Based on the research findings, it can be concluded that mindfulness-based social-emotional learning training with an emphasis on teaching courage in initiative and creativity, cultivating communication, teaching humility and humility,