Improving school mindfulness: analysing the impact of principals’ effective communication and teachers’ trust on schools’ organisational mindfulness in Kuwait
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引用次数: 0
Abstract
Purpose
This paper aims to investigate the influence of school principals’ effective communication and teachers’ trust in principals on schools’ organisational mindfulness from the perspective of public school teachers in Kuwait.
Design/methodology/approach
The study used a cross-sectional research design. A quantitative survey questionnaire was electronically sent to public school teachers in Kuwait. The final sample size consisted of 641 teachers.
Findings
The teachers exhibited a moderate level of school principal effective communication and organisational mindfulness, in addition to higher levels of school principal trust. Multiple regression analysis results revealed that schools’ organisational mindfulness was significantly related to the teacher’s trust in school principals’ and their effective communication.
Research limitations/implications
This study used quantitative data from a survey of public school teachers in Kuwait in a given period.
Practical implications
The findings indicate that the school principal’s communication and teachers’ trust in the principal are critical for creating a mindful and high-quality school culture. Thus, policymakers should empower principals to prioritise mindfulness in creating a positive and supportive school environment.
Originality/value
The study contributes to the understanding of the influence of leadership aspects on organisational mindfulness in schools. To the best of the author’s knowledge, this is the first study to investigate the impact of school principals’ practices on the quality of school organisations in Kuwait’s centralised educational system. This will pave the way for further research in the field.
期刊介绍:
QAE publishes original empirical or theoretical articles on Quality Assurance issues, including dimensions and indicators of Quality and Quality Improvement, as applicable to education at all levels, including pre-primary, primary, secondary, higher and professional education. Periodically, QAE also publishes systematic reviews, research syntheses and assessment policy articles on topics of current significance. As an international journal, QAE seeks submissions on topics that have global relevance. Article submissions could pertain to the following areas integral to QAE''s mission: -organizational or program development, change and improvement -educational testing or assessment programs -evaluation of educational innovations, programs and projects -school efficiency assessments -standards, reforms, accountability, accreditation, and audits in education -tools, criteria and methods for examining or assuring quality