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Direct linkHoy, Wayne K.; Gage, Charles Quincy, III; Tarter, C. John – Educational Administration Quarterly, 2006
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…
Descriptors: Trust (Psychology), Educational Administration, Middle School Teachers, School Surveys
