Relationship between School Mindfulness and Collaborative School Climate

Autor/inn/en	Tabancali, Erkan; Öngel, Gülay
Titel	Relationship between School Mindfulness and Collaborative School Climate
Quelle	In: African Educational Research Journal, 10 (2022) 2, S.161-169 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2354-2160
Schlagwörter	Teacher Responsibility; Principals; Administrator Responsibility; Educational Environment; Attention; Cooperation; Elementary School Teachers; Middle School Teachers; High School Teachers; Foreign Countries; Turkey (Istanbul) + Suchen Sie Ihr Suchwort? Lehrverpflichtung; Principal; Schulleiter; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Aufmerksamkeit; Co-operation; Kooperation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Ausland
Abstract	School mindfulness is the maintenance of individual and collective attention to organizational operations in a school. Mindful teachers and school principals develop appropriate organizational behaviors by examining all details of all practices in the school in terms of their originality with different expert opinions. In this research, the organizational mechanisms that can contribute to the development of organizational mindfulness have been investigated. For this purpose, the effects on school mindfulness of information-sharing practices at administrative and peer levels, which are organizational subprocesses of the collaborative organizational climate, were investigated. This research was designed according to the quantitative research approach and relational design. A collaborative school climate includes important organizational mechanisms that have the potential to improve school mindfulness, especially through organizational practices that encourage the sharing of knowledge. The findings of this study, which was designed according to the quantitative research approach and relational design, contain important implications for collaborative organizational processes that have the potential to improve mindfulness among school principals and faculty members. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01