1. My principal often jumps to conclusions.
2. When a crisis occurs the principal deals with it so we can get back toteaching.
3. In this school teachers welcome feedback about ways to improve.
4. Teachers do not trust the principal enough to admit their mistakes.
5. The principal of this school does not value the opinions of the teachers.
6. My principal is an expert on teaching and learning.
7. Teachers in this school jump to conclusions.
8. People in this school respect power more than knowledge.
9. Teachers in my building learn from their mistakes and change so they do not happen again.
10.My principal negotiates faculty differences without destroying the diversity of opinions.
11. Too many teachers in my building give up when things go bad.
12. The principal welcomes challenges from teachers.
13. When things go badly teachers bounce back quickly.
14. Most teachers in this building are reluctant to change.
1= Strongly Disagree‚ 2= Disagree‚ 3= Somewhat Disagree‚ 4= Somewhat Agree‚ 5= Agree‚ 6= Strongly Agree
Reverse score items 1‚ 4‚ 5‚ 7‚ 8‚ 11‚ 14
This instrument can be found at: http://www.waynekhoy.com/pdfs/m-scale.pdf
Hoy‚ W. K.‚ Gage‚ C. Q.‚ & Tarter‚ C. J. (2004). Theoretical and empirical foundations of mindful schools. In W. K Hoy and C. Miskel (Eds.)‚ Educational administration‚ policy‚ and reform: Research and measurement. Greenwich‚ CN; Information Age.