Achieving Organisational Agility in K-12 Schools Through School Mindfulness: The Role of School Social Capital as a Mediator

Abstract

Agility matters in today's highly disruptive, and technology driven business landscape. The purpose of this research is to highlight the mediating role of school social capital between school mindfulness and organisational agility in K-12 schools in Turkey. The study employs the design of cross-sectional correlational research. The data was collected from 726 teachers and analysed by Structural Equation Modelling (SEM) and Process Macro. The research has found out that ‘school social capital’ has a significant mediating effect on the relationship between ‘school mindfulness’ and ‘organisational agility’. Research findings indicate that high levels of organisational mindfulness lead to enhanced social capital, which, in turn, fosters greater organisational agility. Our research shows that building a culture of mindfulness and fostering strong social capital are key strategies for strategic agility. Therefore, we recommend school principals to mindfully and continually invest in their school social capital to improve their organisational agility for the accomplishment of their school goals. Moreover, the study recommends the prompt implementation of school mindfulness programmes to pave the way for school agility. Future research may adopt longitudinal or experimental research methods to further verify the results of this study or suggest other possible mediators or moderators to better explain the antecedents of organisational agility.