<![CDATA[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.]]>
