Teacher Mindfulness and Professionalism: A PLS-SEM Study of In-Service Teachers in Indonesia

Abstract

Abstract Research on teacher mindfulness in Indonesia remains limited despite growing calls for its integration into teacher professional development. This ex post facto study examined the effect of Teacher Mindfulness on Teacher Professionalism among 250 in-service teachers in the 2023 Teacher Professional Education Program (PPG) cohort at a public teacher-education institution in Indonesia (convenience sampling; 24.8% response rate), using PLS-SEM (SmartPLS 4.1.1.8). Teacher Mindfulness significantly predicted Teacher Professionalism (β = 0.770; t = 14.272; p < .001), explaining 59.3% of its variance (R² = 0.593) with adequate predictive relevance (Q² = 0.463). Beyond this primary path, both Teacher Mindfulness and Teacher Professionalism also significantly predicted teachers’ FIT-Choice motivation for the teaching profession (β = 0.333 and β = 0.418, respectively; both p < .01). Findings support integrating mindfulness-based training into teacher professional development, though the cross-sectional design limits causal inference.