RELATIONSHIP BETWEEN MINDFULNESS AND ENABLING SCHOOL STRUCTURE IN SECONDARY SCHOOL TEACHERS OF PUNJAB

http://dx.doi.org/10.31703/grr.2021(VI-I).10      10.31703/grr.2021(VI-I).10      Published : Mar 1
Authored by : Rizwan Ahmad , Abid Hussain Chaudhry

10 Pages : 86-95

References

  • Anderson, K. (2012). Examining relationships between enabling structures, academic optimism and student achievement (Order No. 1033785182) [Doctoral dissertation, Auburn University]. Pro Quest Dissertations & Theses Global.
  • Beard, J. L. (2008). Why iron deficiency is important in infant development. The Journal of Nutrition, 138(12), 2534-2536.
  • Bryk, A. S., & Schneider, B. (2002). Trust in schools: A core resource for improvement. Russell Sage Foundation.
  • Buluc, B. (2009). The relationship between bureaucratic school structure and leadership styles of school principals in primary schools. Education and Science, 34(152), 1-15.
  • Cerit, Y. (2012). The relationship between bureaucratic school structure and classroom teachers' professional behaviors. Educational Administration: Theory and Practice, 18(4), 497- 521.
  • Cerit, Y. (2017). The mediating effect of LMX in the relationship between school bureaucratic structure and teachers' proactive behavior. Leadership & Organization Development Journal, 38(6), 780-793.
  • Erdogan, U. (2012). The relationship between the bureaucratic structures of elementary schools and organizational socialization levels of school teachers (Unpublished master's thesis). Inonu University.
  • Gage, C. Q. (2003). The meaning and measure of school mindfulness: An exploratory analysis (Order No. 3119233) [Doctoral dissertation, Ohio State University]. Pro Quest Dissertations & Theses Global.
  • Geist, J. R. (2002). Predictors of faculty trust in elementary schools: Enabling bureaucracy, teacher professionalism, and academic press (Order No. 3081919) [Doctoral dissertation, Ohio State University]. Pro Quest Dissertations & Theses Global.
  • Gray, J. A. (2011). Professional learning communities and the role of enabling school structures and trust (Order No. 3478583) [Doctoral dissertation, University of Albama]. Pro Quest Dissertations & Theses Global.
  • Hord, S. (2004). Learning together leading together: Changing schools through professional learning communities. Teachers College Press.
  • Hoy, A. W., Hoy, W. K., & Kurz, N. M. (2006). Teachers' academic optimism: The development and test of a new construct. Teaching and Teacher Education, 24(4), 821-835.
  • Hoy, W. K. (2002). Faculty trust: A key to student achievement. Journal of School Public Relations, 23(2), 88-103.
  • Hoy, W. K. (2004). An analysis of enabling and mindful school structure: Some theoretical, research and practical considerations. Journal of Educational Administration, 41(1), 87-108.
  • Hoy, W. K., & Miskel, C. G. (2013). Educational administration: Theory, research, and practice (9th ed.). McGraw-Hill.
  • Hoy, W. K., & Sweetland, S. (2000). School bureaucracies that work: Enabling, not coercive. Journal of School Leadership, 10(6), 525- 541.
  • Hoy, W. K., & Sweetland, S. (2001). Designing better schools: The meaning and measure of enabling school structures. Educational Administration Quarterly, 37(3), 296-321.
  • Hoy, W. K., Gage, C. Q., & Tarter, C. J. (2004). Theoretical and empirical foundations of mindful schools. In W. K. Hoy, & C. G. Miskel (Eds.) Educational organizations, policy and reform: Research and measurement (pp. 305- 335). Information Age Publishing.
  • Hoy, W. (2012). School characteristics that make a difference for the achievement of all students. Journal of Educational Administration, 50(1), 76- 97.
  • Hurt, M. H. (2015). Investigating the intersection of school structure and teacher leadership: A mixed-methods study (Order No. 3710212) [Doctoral dissertation, Ohio State University]. Pro Quest Dissertations & Theses Global.
  • Kalkan, F. (2016). Relationship between professional learning community, bureaucratic structure and organizational trust in primary education schools. Educational Sciences: Theory and Practice, 16(5), 1619-1637.
  • Kearney, W. S., Kelsey, C., & Herrington, D. (2013). Mindful leaders in highly effective schools: A mixed-method application of Hoy's M-scale. Educational Management Administration & Leadership, 41(3), 316-325.
  • Kensler, L. A. W. (2010). Designing democratic community. International Journal of Urban Educational Leadership, 4(1), 1-21.
  • Koster, G. L. (2016). The relationship between school structure and collective student trust in teachers (Order No. 10190244) [Doctoral dissertation, Oklahoma State University]. Pro Quest Dissertations & Theses Global
  • Lennon, P. A. (2010). The relationship of bureaucratic structure to school climate: An exploratory factor analysis of construct validity (Order No. 3421862) [Doctoral dissertation, St. John's University]. Pro Quest Dissertations & Theses Global.
  • Marshall, R. P. (2013). Teacher flow and its relationship to school mindfulness and enabling school structure (Order No. 3612112) [Doctoral dissertation, University of Albama]. Pro Quest Dissertations & Theses Global.
  • May, J. D. (2016). The effects of individual and school mindfulness on the academic optimism in schools in North Alabama (Order No. 10162705) Doctoral dissertation, University of Albama]. Pro Quest Dissertations & Theses Global.
  • Mc Guigan, L., & Hoy, W. K. (2006). Principal leadership: Creating a culture of academic optimism to improve achievement for all students. Leadership and Policy in Schools, 5(3), 203-229.
  • Messick, P. P. (2012). Examining relationships among enabling school structures, academic optimism and organizational citizenship behaviors (Order No. 3520487) [Doctoral dissertation, Auburn University]. Pro Quest Dissertations & Theses Global.
  • Meyers, L. S., Gamst, G., & Guarino, A. J. (2017). Applied multivariate research: Designs and interpretation (3rd ed.). SAGE Publications.
  • Mitchell, R. M., Mendiola, B. J., Schumacker, R., & Lowery, X. (2016). Creating a school context of success: The role of enabling school structure & academic optimism in an urban elementary & middle school setting. Journal of Educational Administration, 54(6), 626-646.
  • Mitchell, R., & Tarter, C. (2016). A path analysis of the effects of principal professional orientation towards leadership, professional teacher behavior, and school academic optimism on school reading achievement. Societies, 6(1), 5-9.
  • Ozdemir, S., & Kilinç, C. (2014). The relationship between bureaucratic school structure and teachers' level of academic optimism. Journal of Theory and Practice in Education, 10(1), 1-23.
  • Ozer, N. (2010). An investigation of primary schools in terms of organizational dynamism, bureaucracy and organizational norms (Unpublished doctoral dissertation). Inonu University
  • Reb, J., Chaturvedi, S., Narayanan, J., & Kudesia, R. S. (2018). Leader mindfulness and employee performance: A sequential mediation model of LMX quality, interpersonal justice, and employee stress. Journal of Business Ethics, 160(3), 745-763.
  • Rhoads, D. H. (2009). Enabling structure and collective efficacy: A study of teacher perceptions in elementary divisions of American schools in Mexico (Unpublished doctoral dissertation). Seton Hall University.
  • Sinden, J. E., Hoy, W. K., & Sweetland, S. R. (2004). An analysis of enabling school structure: Theoretical, empirical, and research considerations. Journal of Educational Administration, 42(4), 462-478.
  • Steele, M. M. (2008). Leading high reliability schools: The effects of organizational mindfulness on collective efficacy (Order No. 3337156) [Doctoral dissertation, University of Taxas]. Pro Quest Dissertations & Theses Global.
  • Tracy, J. C. (2007). Mindfulness and enabling structure as predictors of school effectiveness (Order No. 3252948) [Doctoral dissertation, St. John's University]. Pro Quest Dissertations & Theses Global.
  • Turner, V. (2018). Dramas, fields, and metaphors: Symbolic action in human society. Cornell University Press.
  • Watts, D. M. (2009). Enabling school structure, mindfulness, and teacher empowerment: Test of a theory (Order No. 3390602) [Doctoral dissertation, University of Albama]. Pro Quest Dissertations & Theses Global.
  • Weick, K. E., & Sutcliffe, K. M. (2001). Managing the unexpected. Jossey-Bass.
  • Weick, K. E., & Sutcliffe, K. M. (2007). Managing the unexpected: Resilient performance in an age of uncertainty (2nd ed.). Jossey-Bass.
  • Westfall, P. H., & Henning, K. S. (2013). Understanding advanced statistical methods (p. 543). CRC Press.
  • Wu, J. H., Hoy, W. K., & Tarter, C. J. (2013). Enabling school structure, collective responsibility, and a culture of academic optimism. Journal of Educational Administration.
  • Youngs, C. E. (2018). Organizational mindfulness and mindful organizing in effective high schools: A mixed-methods study of department leaders' perceptions (Order No. 10936519) [Doctoral dissertation, Point Park University]. Pro Quest Dissertations & Theses Global.

References

  • Anderson, K. (2012). Examining relationships between enabling structures, academic optimism and student achievement (Order No. 1033785182) [Doctoral dissertation, Auburn University]. Pro Quest Dissertations & Theses Global.
  • Beard, J. L. (2008). Why iron deficiency is important in infant development. The Journal of Nutrition, 138(12), 2534-2536.
  • Bryk, A. S., & Schneider, B. (2002). Trust in schools: A core resource for improvement. Russell Sage Foundation.
  • Buluc, B. (2009). The relationship between bureaucratic school structure and leadership styles of school principals in primary schools. Education and Science, 34(152), 1-15.
  • Cerit, Y. (2012). The relationship between bureaucratic school structure and classroom teachers' professional behaviors. Educational Administration: Theory and Practice, 18(4), 497- 521.
  • Cerit, Y. (2017). The mediating effect of LMX in the relationship between school bureaucratic structure and teachers' proactive behavior. Leadership & Organization Development Journal, 38(6), 780-793.
  • Erdogan, U. (2012). The relationship between the bureaucratic structures of elementary schools and organizational socialization levels of school teachers (Unpublished master's thesis). Inonu University.
  • Gage, C. Q. (2003). The meaning and measure of school mindfulness: An exploratory analysis (Order No. 3119233) [Doctoral dissertation, Ohio State University]. Pro Quest Dissertations & Theses Global.
  • Geist, J. R. (2002). Predictors of faculty trust in elementary schools: Enabling bureaucracy, teacher professionalism, and academic press (Order No. 3081919) [Doctoral dissertation, Ohio State University]. Pro Quest Dissertations & Theses Global.
  • Gray, J. A. (2011). Professional learning communities and the role of enabling school structures and trust (Order No. 3478583) [Doctoral dissertation, University of Albama]. Pro Quest Dissertations & Theses Global.
  • Hord, S. (2004). Learning together leading together: Changing schools through professional learning communities. Teachers College Press.
  • Hoy, A. W., Hoy, W. K., & Kurz, N. M. (2006). Teachers' academic optimism: The development and test of a new construct. Teaching and Teacher Education, 24(4), 821-835.
  • Hoy, W. K. (2002). Faculty trust: A key to student achievement. Journal of School Public Relations, 23(2), 88-103.
  • Hoy, W. K. (2004). An analysis of enabling and mindful school structure: Some theoretical, research and practical considerations. Journal of Educational Administration, 41(1), 87-108.
  • Hoy, W. K., & Miskel, C. G. (2013). Educational administration: Theory, research, and practice (9th ed.). McGraw-Hill.
  • Hoy, W. K., & Sweetland, S. (2000). School bureaucracies that work: Enabling, not coercive. Journal of School Leadership, 10(6), 525- 541.
  • Hoy, W. K., & Sweetland, S. (2001). Designing better schools: The meaning and measure of enabling school structures. Educational Administration Quarterly, 37(3), 296-321.
  • Hoy, W. K., Gage, C. Q., & Tarter, C. J. (2004). Theoretical and empirical foundations of mindful schools. In W. K. Hoy, & C. G. Miskel (Eds.) Educational organizations, policy and reform: Research and measurement (pp. 305- 335). Information Age Publishing.
  • Hoy, W. (2012). School characteristics that make a difference for the achievement of all students. Journal of Educational Administration, 50(1), 76- 97.
  • Hurt, M. H. (2015). Investigating the intersection of school structure and teacher leadership: A mixed-methods study (Order No. 3710212) [Doctoral dissertation, Ohio State University]. Pro Quest Dissertations & Theses Global.
  • Kalkan, F. (2016). Relationship between professional learning community, bureaucratic structure and organizational trust in primary education schools. Educational Sciences: Theory and Practice, 16(5), 1619-1637.
  • Kearney, W. S., Kelsey, C., & Herrington, D. (2013). Mindful leaders in highly effective schools: A mixed-method application of Hoy's M-scale. Educational Management Administration & Leadership, 41(3), 316-325.
  • Kensler, L. A. W. (2010). Designing democratic community. International Journal of Urban Educational Leadership, 4(1), 1-21.
  • Koster, G. L. (2016). The relationship between school structure and collective student trust in teachers (Order No. 10190244) [Doctoral dissertation, Oklahoma State University]. Pro Quest Dissertations & Theses Global
  • Lennon, P. A. (2010). The relationship of bureaucratic structure to school climate: An exploratory factor analysis of construct validity (Order No. 3421862) [Doctoral dissertation, St. John's University]. Pro Quest Dissertations & Theses Global.
  • Marshall, R. P. (2013). Teacher flow and its relationship to school mindfulness and enabling school structure (Order No. 3612112) [Doctoral dissertation, University of Albama]. Pro Quest Dissertations & Theses Global.
  • May, J. D. (2016). The effects of individual and school mindfulness on the academic optimism in schools in North Alabama (Order No. 10162705) Doctoral dissertation, University of Albama]. Pro Quest Dissertations & Theses Global.
  • Mc Guigan, L., & Hoy, W. K. (2006). Principal leadership: Creating a culture of academic optimism to improve achievement for all students. Leadership and Policy in Schools, 5(3), 203-229.
  • Messick, P. P. (2012). Examining relationships among enabling school structures, academic optimism and organizational citizenship behaviors (Order No. 3520487) [Doctoral dissertation, Auburn University]. Pro Quest Dissertations & Theses Global.
  • Meyers, L. S., Gamst, G., & Guarino, A. J. (2017). Applied multivariate research: Designs and interpretation (3rd ed.). SAGE Publications.
  • Mitchell, R. M., Mendiola, B. J., Schumacker, R., & Lowery, X. (2016). Creating a school context of success: The role of enabling school structure & academic optimism in an urban elementary & middle school setting. Journal of Educational Administration, 54(6), 626-646.
  • Mitchell, R., & Tarter, C. (2016). A path analysis of the effects of principal professional orientation towards leadership, professional teacher behavior, and school academic optimism on school reading achievement. Societies, 6(1), 5-9.
  • Ozdemir, S., & Kilinç, C. (2014). The relationship between bureaucratic school structure and teachers' level of academic optimism. Journal of Theory and Practice in Education, 10(1), 1-23.
  • Ozer, N. (2010). An investigation of primary schools in terms of organizational dynamism, bureaucracy and organizational norms (Unpublished doctoral dissertation). Inonu University
  • Reb, J., Chaturvedi, S., Narayanan, J., & Kudesia, R. S. (2018). Leader mindfulness and employee performance: A sequential mediation model of LMX quality, interpersonal justice, and employee stress. Journal of Business Ethics, 160(3), 745-763.
  • Rhoads, D. H. (2009). Enabling structure and collective efficacy: A study of teacher perceptions in elementary divisions of American schools in Mexico (Unpublished doctoral dissertation). Seton Hall University.
  • Sinden, J. E., Hoy, W. K., & Sweetland, S. R. (2004). An analysis of enabling school structure: Theoretical, empirical, and research considerations. Journal of Educational Administration, 42(4), 462-478.
  • Steele, M. M. (2008). Leading high reliability schools: The effects of organizational mindfulness on collective efficacy (Order No. 3337156) [Doctoral dissertation, University of Taxas]. Pro Quest Dissertations & Theses Global.
  • Tracy, J. C. (2007). Mindfulness and enabling structure as predictors of school effectiveness (Order No. 3252948) [Doctoral dissertation, St. John's University]. Pro Quest Dissertations & Theses Global.
  • Turner, V. (2018). Dramas, fields, and metaphors: Symbolic action in human society. Cornell University Press.
  • Watts, D. M. (2009). Enabling school structure, mindfulness, and teacher empowerment: Test of a theory (Order No. 3390602) [Doctoral dissertation, University of Albama]. Pro Quest Dissertations & Theses Global.
  • Weick, K. E., & Sutcliffe, K. M. (2001). Managing the unexpected. Jossey-Bass.
  • Weick, K. E., & Sutcliffe, K. M. (2007). Managing the unexpected: Resilient performance in an age of uncertainty (2nd ed.). Jossey-Bass.
  • Westfall, P. H., & Henning, K. S. (2013). Understanding advanced statistical methods (p. 543). CRC Press.
  • Wu, J. H., Hoy, W. K., & Tarter, C. J. (2013). Enabling school structure, collective responsibility, and a culture of academic optimism. Journal of Educational Administration.
  • Youngs, C. E. (2018). Organizational mindfulness and mindful organizing in effective high schools: A mixed-methods study of department leaders' perceptions (Order No. 10936519) [Doctoral dissertation, Point Park University]. Pro Quest Dissertations & Theses Global.

Cite this article

APA

    APA : Ahmad, R., & Chaudhry, A. H. (2021). Relationship between Mindfulness and Enabling School Structure in Secondary School Teachers of Punjab. Global Regional Review, VI(I), 86-95. https://doi.org/10.31703/grr.2021(VI-I).10

CHICAGO

    CHICAGO : Ahmad, Rizwan, and Abid Hussain Chaudhry. 2021. "Relationship between Mindfulness and Enabling School Structure in Secondary School Teachers of Punjab." Global Regional Review, VI (I): 86-95 doi: 10.31703/grr.2021(VI-I).10

HARVARD

    HARVARD : AHMAD, R. & CHAUDHRY, A. H. 2021. Relationship between Mindfulness and Enabling School Structure in Secondary School Teachers of Punjab. Global Regional Review, VI, 86-95.

MHRA

    MHRA : Ahmad, Rizwan, and Abid Hussain Chaudhry. 2021. "Relationship between Mindfulness and Enabling School Structure in Secondary School Teachers of Punjab." Global Regional Review, VI: 86-95

MLA

    MLA : Ahmad, Rizwan, and Abid Hussain Chaudhry. "Relationship between Mindfulness and Enabling School Structure in Secondary School Teachers of Punjab." Global Regional Review, VI.I (2021): 86-95 Print.

OXFORD

    OXFORD : Ahmad, Rizwan and Chaudhry, Abid Hussain (2021), "Relationship between Mindfulness and Enabling School Structure in Secondary School Teachers of Punjab", Global Regional Review, VI (I), 86-95

TURABIAN

    TURABIAN : Ahmad, Rizwan, and Abid Hussain Chaudhry. "Relationship between Mindfulness and Enabling School Structure in Secondary School Teachers of Punjab." Global Regional Review VI, no. I (2021): 86-95. https://doi.org/10.31703/grr.2021(VI-I).10