A Model of Mindfulness Organization of Secondary Schools under the Office of the Basic Education Commission

Abstract

The purposes of this research were: (1) to study the components of a mindfulness organization in secondary schools under Office of the Basic Education Commission (2) to develop a mindfulness organization model for secondary schools under Office of the Basic Education Commission; and (3) to evaluate and validate the developed model. This research employed a mixed methods research design. The population and sample consisted of secondary schools under Office of the Basic Education Commission. The sample consisted of 331 secondary schools, with the sample size determined using an appropriate sampling procedure. The schools were selected from each region through random sampling, after which key informants within each selected school were chosen using purposive sampling. The respondents included one school principal, one deputy principal, and two teachers from each school, resulting in a total of 1,324 participants. This research involved in-depth interviews with seven experts for model development, followed by the evaluation and validation of the proposed model by ten qualified experts. The research instruments used for data collection demonstrated excellent content validity, with an Index of Item-Objective Congruence (IOC) of 1.00 for all items, and high reliability, with a Confidence Interval of 0.993. The instruments consisted of: (1) an unstructured interview form, (2) an opinion questionnaire, and (3) a model evaluation and validation form. The data were analyzed using descriptive and inferential statistics. Descriptive statistics included frequency, percentage, arithmetic mean, and standard deviation, while Exploratory Factor Analysis (EFA). The research findings revealed that: 1. The mindfulness organization of secondary schools under Office of the Basic Education Commission initially consisted of 123 observed variables. 2. The results of the Exploratory Factor Analysis identified 7 components comprising 87 variables: (1) Personnel Capacity Development 26 variables, (2) Professional Ethics in Work Performance 15 variables, (3) Organizational Relationships 15 variables, (4) Physical Environment 13 variables, (5) Effective Communication 10 variables, (6) Responsibility in Work Performance 5 variables, and (7) Environmental Management for Well-being Promotion 3 variables. 3. The evaluation and validation conducted by ten experts indicated that the developed model was accurate, appropriate, feasible, and useful for practical implementation. Furthermore, the model was found to be consistent with the theoretical framework underpinning the study.