ABSTRACT

Using an information-processing approach and organisational learning theory (i.e. ambidexterity), the current innovative study examines a model for the prediction of schools’ collective mindfulness and its consequences, linking principals’ cognitive complexity (CC) with school ambidexterity and mindfulness, school ambidexterity with school mindfulness, and the effect of school mindfulness and ambidexterity on a teacher’s psychological capital. The study further examines the indirect effect of principals’ CC on a teacher’s psychological capital through the effects of ambidexterity and mindfulness. Participants were 104 principals and 1002 teachers from 104 Israeli schools. Results showed that school mindfulness is affected by principals’ CC and school ambidexterity, and that school mindfulness and school ambidexterity relate directly and positively to a teacher’s psychological capital. Finally, school mindfulness and ambidexterity connected school principals’ CC to a teacher’s psychological capital. This study adds to the body of research directed at identifying leaders’ roles and work-related factors that may positively affect organisational mindfulness and a consequence of school mindfulness, i.e. a teacher’s psychological capital, and that are amenable to leadership intervention.

摘要

当前的创新研究利用信息处理方法和组织学习理论（即双元性），检验了预测学校集体正念及其后果的模型，将校长的认知复杂性（CC）与学校双元性和正念、学校双元性联系起来学校正念，以及学校正念和双元性对教师心理资本的影响。该研究进一步探讨了校长的 CC 通过双元性和正念的影响对教师心理资本的间接影响。参与者包括来自 104 所以色列学校的 104 名校长和 1002 名教师。结果表明，学校正念受到校长 CC 和学校双元性的影响，学校正念和学校双元性与教师的心理资本直接、积极相关。最后，学校的正念和双元性将校长的CC与教师的心理资本联系起来。这项研究补充了旨在确定领导者角色和工作相关因素的研究内容，这些因素可能对组织正念和学校正念的结果（即教师的心理资本）产生积极影响，并且适合领导干预。