Abstract
This descriptive and correlational study is aimed at investigating the impact of mindfulness on the effectiveness of schools using mediating variables of organizational climate and organizational citizenship behavior (OCB). Data was gathered from 28 public high schools with 400 teachers. 335 teachers completed the questionnaires completely and returned them. Based on the analysis, it was observed that the established model had acceptable fit indices and accounted for 0.65% of the variance in the effectiveness of schools. The findings also indicated that organizational climate and organizational citizenship behavior had a direct effect on the effectiveness of the schools, and the principal‘s mindfulness had a significant relationship with the organizational climate and organizational citizenship behavior. The direct effect of principal‘s mindfulness was not significant on the effectiveness of schools when two mediating variables were included. However, principal‘s mindfulness (β = 0.63, P <0.01) predicted the effectiveness of schools indirectly through mediating variables. The results of this study showed that the indirect effect of principal‘s mindfulness is remarkable. Keywords: principal’s mindfulness, organizational climate, organizational citizenship behavior, effectiveness of schools. DOI: https://doi.org/10.15823/p.2019.133.1
Highlights
Principals play a central role in creating school climate that fosters school success and school social-emotional well-being
It has been emphasized that every school should have a professional principal with a tendency toward change; leadership has become a tool for refurbishing projects in education (Møller & Skedsmo, 2013)
Examining the overall results of studies conducted in the field of the variables of this study, the main issue of this study is that the relationship between mindfulness and the effectiveness of schools, whether directly or indirectly, through the impact of mediating variables of “organizational climate” and “organizational citizenship behavior (OCB)” has not been empirically investigated
Summary
Principals play a central role in creating school climate that fosters school success and school social-emotional well-being Today, international tests such as TIMSS61 and PISA72 are the most important criteria for determining the status of school effectiveness and performance in the world. International tests such as TIMSS61 and PISA72 are the most important criteria for determining the status of school effectiveness and performance in the world Low ratings in these tests result in policymakers and educational professionals examining factors that contribute to this regression. Some of these factors are related to school inputs such as teacher characteristics, student behaviors, learning and teaching activities, school climate, school culture and school leadership (Hoy & Miskel, 2008). Educational critics perceive leaders who have the characteristics of triggering and disseminating thoughts, inclined to improve teaching and education, and responsive to limitations and reactions as suitable for the development of schools (Jensen, 2014)
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