| Mindful actions and collective efficacy are both important components of healthy school climates but little research exists concerning the influence of Weickian principles of mindfulness on developing efficacious behaviors in schools. Thus, this study explores the relationships between two important aspects of school mindfulness and collective efficacy in a sample of Texas elementary schools. The general hypothesis that organizational mindfulness would be positively related to collective efficacy was supported; however, different dimensions of mindfulness were more or less important in predicting collective efficacy. Thus, the research addresses what dimensions of mindfulness best predict collective efficacy and targets the school as the unit of analysis. |
