AERA 2021 (30th Annual Convention - American Educational Research Association) , 9 - 12 April 2021
This study, inspired by the conceptual framework of Hoy (2003), and Hoy, Gage and Tarter (2004), investigates teacher and school level factors predicting school mindfulness at middle schools in Turkey. Data collected from 1354 teachers in 69 middle schools in Ankara-Turkey were analyzed using two-level Hierarchical Linear Modeling. The results suggest that collective teacher efficacy, faculty trust in colleagues, and faculty trust in principal significantly predict school mindfulness at within and across schools. Among all independent variables, teacher's length of time with the school principal was the strongest yet negative predictor of school mindfulness. This study concludes that trust, dynamic interaction and mutual communication in schools enhance mindfulness by increasing the capacity for problem-solving, sharing decision-making and learning together.