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Guest editorial

Guest editorial School administrators’ well-being and mindfulness: three tensions In 2019, the Journal of Educational Administration (JEA) released a call for a special issue focussing on school administrators’ well-being and mindfulness. The overwhelming response we received is a strong indication that there is growing interest in this topic in the field. This issue includes a select few studies chosen for their rigour and originality, that variously explore school administrators’ well-being, their mindfulness practices, and the relationship between the two. Specifically, the five articles in this special issue collectively point to at least three of the tensions involved in school leaders using personal, individualistic strategies such as mindfulness and meditation to promote their own well-being. As the editors of this special issue, we would like to draw readers’ attention to three tensions around well-being and mindfulness that the articles collectively reveal. Considered together, the articles highlight the complexity of both the well-being and mindfulness constructs. More specifically, the articles cumulatively: (1) Point to the inherent challenge of working with multiple definitions and conceptualizations of well-being and mindfulness while attempting to design and implement principal preparation and professional learning programs, and when investigating the strategies principals use to promote their own well-being. (2) http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Educational Administration Emerald Publishing

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References (58)

Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
0957-8234
DOI
10.1108/jea-08-2020-237
Publisher site
See Article on Publisher Site

Abstract

School administrators’ well-being and mindfulness: three tensions In 2019, the Journal of Educational Administration (JEA) released a call for a special issue focussing on school administrators’ well-being and mindfulness. The overwhelming response we received is a strong indication that there is growing interest in this topic in the field. This issue includes a select few studies chosen for their rigour and originality, that variously explore school administrators’ well-being, their mindfulness practices, and the relationship between the two. Specifically, the five articles in this special issue collectively point to at least three of the tensions involved in school leaders using personal, individualistic strategies such as mindfulness and meditation to promote their own well-being. As the editors of this special issue, we would like to draw readers’ attention to three tensions around well-being and mindfulness that the articles collectively reveal. Considered together, the articles highlight the complexity of both the well-being and mindfulness constructs. More specifically, the articles cumulatively: (1) Point to the inherent challenge of working with multiple definitions and conceptualizations of well-being and mindfulness while attempting to design and implement principal preparation and professional learning programs, and when investigating the strategies principals use to promote their own well-being. (2)

Journal

Journal of Educational AdministrationEmerald Publishing

Published: Jul 16, 2020

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