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All Journal Journal of Education and Learning (EduLearn) Tadris: Jurnal keguruan dan Ilmu Tarbiyah JURNAL ILMIAH PENDIDIKAN FISIKA AL BIRUNI Al-Jabar : Jurnal Pendidikan Matematika Biosfer: Jurnal Pendidikan Biologi Lectura : Jurnal Pendidikan Jurnal Basicedu IJIGAEd: Indonesian Journal of Islamic Golden Age Education Jurnal Basicedu Journal of Language and Literature Studies JURNAL PENGABDIAN PENDIDIKAN MASYARAKAT (JPPM) Jurnal Pengabdian Masyarakat Ilmu Pendidikan PPSDP International Journal of Education Jurnal Pendidikan Progresif
Een Yayah Haenilah
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Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Earth & Planetary Sciences Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Public Health Social Sciences Other

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Self-Reported Teaching Quality and Teacher Mindfulness among Secondary School Teachers in Lampung, Indonesia Haenilah, Een Yayah; Syafrudin, Ulwan; Sutiarso, Sugeng; Huda, Tiyas Abror
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 3 (2026): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v11i3.31056

Abstract

Teacher mindfulness has been associated with teachers' wellbeing, classroom interaction, and instructional practice, yet evidence from Indonesian secondary-school settings remains limited. This study examined the association between self-reported Teaching Quality and Teacher Mindfulness among junior and senior high school teachers in Lampung Province, Indonesia. A quantitative cross-sectional correlational survey design was used. Of 430 returned questionnaires, 380 complete and eligible responses were retained for analysis. Participants were recruited purposively through school principals and teacher professional networks. The reported analytical model represented Teaching Quality with 20 indicators and Teacher Mindfulness with 15 indicators, and was evaluated using Partial Least Squares Structural Equation Modeling (PLS-SEM). The measurement model showed high internal consistency and acceptable convergent validity (Teaching Quality: CR = .973, AVE = .641; Teacher Mindfulness: CR = .957, AVE = .600). Discriminant validity was supported by the Fornell-Larcker comparison and HTMT = .547. The structural path was positive and statistically significant (β = .582, t = 7.498, p < .001), with R² = .338 for Teacher Mindfulness. These findings indicate a substantial association within the specified model, but the cross-sectional, same-source, self-reported design does not establish temporal precedence or causality. The findings highlight the importance of supporting teacher mindfulness as part of professional development initiatives aimed at fostering reflective teaching practices and improving perceived instructional quality in secondary education contexts.
Co-Authors A.A. Ketut Agung Cahyawan W Abdurahman Abdurrahman Ag. Bambang Setiyadi Agus Suyatna Agustinus Bambang Setiyadi Asih Budi Kurniawati, Asih Budi Ayu Rizki Susilowati Berti Yolida Caswita Caswita Diah Utaminingsih Dina Maulina Erviana, Nita Fitriadi Fitriadi Habib, Bawa Ibn Handoko Handoko Hariyani, Desi Hasan Hariri Irwandani Ismu Sukamto Listyotami, Mega Kusuma M. Yogi Riyantama Isjoni Marzius Insani, Marzius Muhammad Mona Adha Mujiyati Mukhlis Mukhlis Mustofa Abi Hamid Nawangsasi, Devi Nopiana, Nopiana Nurlaksana Eko Rusminto Nurwahiddin, Muhammad Patuan Raja Priyasmimana, Priyasmimana Rabiyatul Adawiyah Siregar Risma M. Sinaga, Risma M. Risma Margareta Sinaga, Risma Margareta Risma Margaretha Sinaga Riswandi Riswandi Ryzal Perdana Setyadi, Ag. Bambang Sri Hastuti Noer Sugeng Sutiarso Sunyono - - Supriyadi Supriyadi Syafrudin, Ulwan Syahnia, Shovira Maulida Tiyas Abror Huda Tiyas Abror Huda, Tiyas Abror Vike Aprilianin Marwintaria Saputri Wicaksono, Lungit