Document Type
Article
Publication Date
2020
Publication Source
International Journal of Teaching and Case Studies
Abstract
Purpose: The current study sought to explore principals’ perspectives of definitions and uses of mindfulness in their leadership and equity practices.
Design: The primary researcher observed and interviewed eleven school principals using qualitative methods during the course of this study.
Findings: Four themes developed from principals’ definitions of mindfulness: (1) awareness and attention, (2) present centeredness, (3) modeling listening and respect, and (4) decision-making processes. The principals’ actions also presented ethical mindedness in their equity pursuits and reflection in their general leadership practices, despite establishing the presence of a stigma around mindfulness.
Research limitations/implications: Beyond the limitations of qualitative research towards generalizability, implications from this work include the need for an education-centric definition of mindfulness in educational leadership.
Originality/value:This first study to explore principals’ definitions of mindfulness in leadership and equity practices offers a potential definition based on the findings: Mindfulness in educational leadership is the practice of using awareness, attention, present-centeredness, and reflection in leadership and equity practices inclusive of decision-making and modeling listening and respect. This original definition holds significant value for work that aims to bridge the research-to-practice gap in education by allowing for a conceptualization of mindfulness based on practitioner perspectives.
ISBN/ISSN
1749-9151
Document Version
Postprint
Copyright
Copyright © 2020 Inderscience Publishers
Publisher
Inderscience Publishers
Volume
22
Issue
1
Peer Reviewed
yes
Keywords
educational leadership, adaptive challenge, leading change, school improvement, decision-making
eCommons Citation
Brion, Corinne and Gullo, Gina L., "Principals' Perspectives of Mindfulness for Leadership and Equity" (2020). Educational Leadership Faculty Publications. 248.
https://ecommons.udayton.edu/eda_fac_pub/248
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Higher Education Administration Commons
Comments
The document available for download is the authors' accepted manuscript, provided with author permission in compliance with the publisher's policy on self-archiving. Permission documentation is on file.
To view the version of record, visit an academic library see the journal website.