The findings suggest that more effective schools, as perceived by teachers, are characterized by more participative organizational processes, less centralized decision-making structures, more formalized general rules, and more professional activity. (Author)

Background: The paradox of relying on routines and standard practices, which protect institutional functioning from the vagaries of personality, often comes at the cost of thoughtful adaptability. Purpose: The objectives are to conceptualize and apply the construct of mindfulness to schools and to explore trust as a school condition that fosters…