School Climate as Predictor of Mindfulness in Teaching Among Teaching Staff in Jordan
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Abstract
The primary objective of this study was to determine how effective the productiveness of school climate can be for mindfulness in teaching. 611 teachers in Jordan participated in this study and completed a school-level environment questionnaire and a scale of mindfulness in teaching. The findings demonstrated mindfulness in teaching and the school climate are positively correlated (r 0.55).
They also showed that the correlation between school environment subscales (collaboration, student relations, school resources, decision making, and instructional motivation) and mindfulness subscales (intrapersonal and interpersonal) ranged between (r= 0.32) and (r= 0.61). Consequently, the school environment and its subscales well-predicted mindfulness in teaching. These variables explained 38.5% of the total variance.