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

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.

Publisher

Inderscience Publishers

Volume

22

Issue

1

Peer Reviewed

yes

Keywords

educational leadership, adaptive challenge, leading change, school improvement, decision-making

Embargoed until Friday, April 09, 2021


Share

COinS