Bolstering School Culture Through an Examination of Principal Mindfulness and Teacher Sense of Belonging

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  In Roundtable Session: Understanding and Nurturing School Leadership (Table 19)

Abstract

This study examined the relationship between principal mindfulness and teacher sense of
belonging in schools. Surveys containing the M-Scale for principal mindfulness and the Psychological Sense of Organizational Membership Scale (PSOM) for teacher sense of belonging were provided to nine Midwest high schools. 207 teachers responded to the survey and their responses were analyzed through a simple linear regression. Results of the simple linear regression suggest that principal mindfulness is a positive predictor of teacher sense of belonging and that the variables are positively and significantly associated. The findings of this research support a focus on principal mindfulness in college preparation programs and school district professional development to enhance school culture through teacher sense of belonging.

Authors

• Rob Russell, New Albany Plain Local Schools

• Dustin Wade Miller, The Ohio State University

• Karen Stansberry Beard, The Ohio State University