Mindful Principals in Effective Schools: Mediating Role of Organizational Climate and Organizational Citizenship Behavior

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.