<![CDATA[The rapid integration of digital technologies in education requires teachers to continuously adapt to various technological platforms and systems, which may increase psychological strain known as technostress. Drawing on positive psychology, mindfulness is considered a protective factor that may reduce technostress, while self-efficacy serves as an important psychological resource that supports adaptation to technological demands. This study aimed to examine the effect of mindfulness on technostress, the effect of mindfulness on self-efficacy, the effect of self-efficacy on technostress, and the mediating role of self-efficacy in the relationship between mindfulness and technostress among teachers. A quantitative approach was employed involving 145 teachers. Data were collected using standardized scales of mindfulness, technostress, and self-efficacy and analyzed using Structural Equation Modeling (SEM). The findings revealed that mindfulness significantly reduced technostress (p = .044, t = 2.019). Mindfulness also had a significant positive effect on self-efficacy (β = .492, p < .001, t = 7.809), while self-efficacy significantly predicted technostress (β = .454, p < .001, t = 6.558). Furthermore, self-efficacy significantly mediated the relationship between mindfulness and technostress (t = 5.031, p < .001). These findings suggest that enhancing mindfulness and self-efficacy may help teachers cope more effectively with technology-related stress. References Adedoyin, O. B., & Soykan, E. (2023). Covid-19 pandemic and online learning: The challenges and opportunities. Interactive Learning Environments, 31(2), 863–875. https://doi.org/10.1080/10494820.2020.1813180 Andreou, S. (2019). Mitigating technostress in new knowledge workers through perceived self-efficacy. Badriyah, N., & Hapsari, M. T. B. (2024). 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