African Educational Research Journal - Vol. 10 Issue 2 - May 2022 - Relationship between school mindfulness and collaborative school climate

Oct 15, 2026

Uploaded by McQueen

School mindfulness maintains individual and collective attention to organizational operations in a school. Mindful teachers and principals cultivate appropriate organizational behaviors by scrutinizing school practices through multiple expert perspectives. This study examines organizational mechanisms supporting organizational mindfulness, focusing on how administrative and peer information-sharing practices—components of a collaborative organizational climate—affect school mindfulness. Using a quantitative relational design, findings highlight implications for collaborative organizational processes that can strengthen mindfulness among principals and faculty members, particularly via knowledge-sharing practices.

LanguageEnglish

CategoryResearch & Report

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Pages9

Reading Time23 min

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Abstract

Introduction

African Educational Research Journal Vol. 10(2), pp. 161-169, May 2022 DOI: 10. 30918/AERJ.102.22.028 ISSN: 2354-2160 Full Length Research Paper Relationship between school mindfulness and collaborative school climate Erkan Tabancalı1 and Gülay Öngel2* 1Yıldız Technical University, İstanbul, Turkey. 2Şehit Batuhan Ergin Anatolian High School, İstanbul, Turkey. Accepted 16 May, 2022 | ABSTRACT
School mindfulness is the maintenance of individual and collective attention to organizational operations ina 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 informationsharing 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.
Keywords: School mindfulness, principal mindfulness, faculty mindfulness, collaborative school climate. | | --- | | *Corresponding author. E-mail: [glyngl@gmail.com](glyngl@gmail.com). | INTRODUCTION Cultivating positive employee behaviors is one of the most important focal points of efforts to increase the effectiveness of organizations. For this reason, organizational processes that improve performance are steadily attracting more attention (Kaçay et al. , 2020) . Mindfulness is a relatively new concept that has been introduced for the more effective implementation of organizational practices at the individual and collective levels. Organizational mindfulness and its subprocesses can help build successful individual and organizational capacities by helping daily organizational practices to be performed more consciously. If rules, practices, or institutional understandings are to change, individual and collective mindfulness encourages members to make those changes more creatively and effectively. Mindfulness, in general terms, is an approach that aims to create energy at the individual and collective levels while finding appropriate forms of adaptation to what is happening. According to Langer, conscious individuals suspend their stereotypes and prefer to be active agents guided by rules rather than being governed by them (Langer, 2017) . According to Hoy et al. (2005),“mindfulness is the continuous scrutiny and refinement of expectations based on new experiences, appreciation of the subtleties of context, and identification of novel aspects of context that can improve foresight and functioning” (p. 3) . Mindful individuals grasp the underlying logic of rules rather than blindly following rules or procedures. In this sense, mindfulness transforms people into active actors and causes them to be sensitive to organizational practices (Su, 2017) . It is difficult to improve performance in organizations that are timepressured, interconnected with advancements occurring among different branches, highly dynamic, difficult to predict, or prone to entropy. In this sense, schools can be evaluated within the scope of complex organizations. Afr Educ Res J 162 Mindful organizing is a suggested approach for overcoming these challenges that arise from the nature

FAQs

What does the study examine regarding school mindfulness?

It investigates how information-sharing practices at administrative and peer levels influence school mindfulness as organizational subprocesses within a collaborative organizational climate.

What research approach and design were used?

The study uses a quantitative research approach with a relational design to assess relationships among the studied variables.

Why is collaborative school climate considered important in the findings?

A collaborative school climate includes organizational mechanisms that can improve school mindfulness, especially through practices that encourage sharing knowledge.

Oct 15, 2026

Uploaded by McQueen