School Mindfulness: The Role of School Ambidexterity and Leaders' Cognitive Complexity (Poster 2)

• In Event: AERA Poster Session One
  In Poster Session: Complexity and Change in Education

Abstract

The current research focuses on a school’s collective mindfulness through organizational learning theory and an information-processing approach; it examines the effect of school cognitive complexity (CC) on school ambidexterity, which in turn will affect school mindfulness; and the effect of school mindfulness on a teacher’s psychological capital. Participants were 104 principals from 104 Israeli schools and 1002 teachers. Results showed that principals’ CC relates directly and positively to collective mindfulness and school ambidexterity; the latter affected school mindfulness and a teacher’s psychological capital. Finally, school mindfulness related positively to a teacher’s psychological capital.

Author

• Rima'a Da'as, Hebrew University of Jerusalem
  Presenting Author