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
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.