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Mindfulness training for school administrators: effects on well-being and leadership

Mindfulness training for school administrators: effects on well-being and leadership Based on a need to utilize strategies and develop social-emotional competency skills of school administrators, the purpose of this paper is to explore the influence of Cultivating Awareness and Resilience in Education (CARE), a mindfulness-based professional development program, on the leadership and well-being of 13 school administrators.Design/methodology/approachThe empirical data consist of in-depth interviews with 13 administrators before and after the implementation of CARE program, observation notes from shadowing their activities during school time and attending the CARE program as a participant observer. Employing the pro-social classroom model (Jennings and Greenberg, 2009) as a theoretical foundation, the paper is based on an ongoing, iterative data analysis process, following the coding and interpretive techniques of grounded theory.FindingsThe positive outcomes that emerged from the data relate to improved leadership skills, such as increased self-reflection, better relationships and attendance to self-care. These skills are tied to increased self-awareness, self-management and self-compassion. Participants also reported an improved ability to recognize their emotional reactions, which enabled them to better understand their leadership roles in shaping their school climates.Research limitations/implicationsThe findings reveal significant insights about the implementation of social-emotional, mindfulness-based professional development with school administrators and potential outcomes. Implications for professional development that fosters school administrators’ social-emotional competencies are discussed.Originality/valueAs a study of one of the first implementations of mindfulness-based professional development programs among school principals, this research illuminates the specific benefits of such programs for school leaders and how mindfulness could be integral in their lives and education. Specifically, this study is one of the first to reveal how the CARE professional development program influences principals’ well-being and leadership. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Educational Administration Emerald Publishing

Mindfulness training for school administrators: effects on well-being and leadership

Journal of Educational Administration , Volume 56 (6): 18 – Oct 17, 2018

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Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
0957-8234
DOI
10.1108/jea-12-2017-0171
Publisher site
See Article on Publisher Site

Abstract

Based on a need to utilize strategies and develop social-emotional competency skills of school administrators, the purpose of this paper is to explore the influence of Cultivating Awareness and Resilience in Education (CARE), a mindfulness-based professional development program, on the leadership and well-being of 13 school administrators.Design/methodology/approachThe empirical data consist of in-depth interviews with 13 administrators before and after the implementation of CARE program, observation notes from shadowing their activities during school time and attending the CARE program as a participant observer. Employing the pro-social classroom model (Jennings and Greenberg, 2009) as a theoretical foundation, the paper is based on an ongoing, iterative data analysis process, following the coding and interpretive techniques of grounded theory.FindingsThe positive outcomes that emerged from the data relate to improved leadership skills, such as increased self-reflection, better relationships and attendance to self-care. These skills are tied to increased self-awareness, self-management and self-compassion. Participants also reported an improved ability to recognize their emotional reactions, which enabled them to better understand their leadership roles in shaping their school climates.Research limitations/implicationsThe findings reveal significant insights about the implementation of social-emotional, mindfulness-based professional development with school administrators and potential outcomes. Implications for professional development that fosters school administrators’ social-emotional competencies are discussed.Originality/valueAs a study of one of the first implementations of mindfulness-based professional development programs among school principals, this research illuminates the specific benefits of such programs for school leaders and how mindfulness could be integral in their lives and education. Specifically, this study is one of the first to reveal how the CARE professional development program influences principals’ well-being and leadership.

Journal

Journal of Educational AdministrationEmerald Publishing

Published: Oct 17, 2018

Keywords: Principals; Continuing professional development; Mindfulness; Social-emotional learning; School administration; School climate

References