Mindfulness training for school administrators: effects on well-being and leadership
| Date | 03 September 2018 |
| DOI | https://doi.org/10.1108/JEA-12-2017-0171 |
| Pages | 602-619 |
| Published date | 03 September 2018 |
| Author | Julia Mahfouz |
| Subject Matter | Education,Administration & policy in education,School administration/policy,Educational administration,Leadership in education |
Mindfulness training for school
administrators: effects on
well-being and leadership
Julia Mahfouz
Department of Leadership and Counseling, University of Idaho,
Moscow, Idaho, USA
Abstract
Purpose –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/approach –The empiricaldata 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
classroommodel ( Jennings andGreenberg, 2009) as a theoreticalfoundation, the paper is basedon an ongoing,
iterative data analysis process, following the coding and interpretive techniquesof grounded theory.
Findings –The 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/implications –The 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/value –As 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.
Keywords Principals, Continuing professional development, Mindfulness, Social-emotional learning,
School administration, School climate
Paper type Research paper
When contemplating school improvement and best practices that lead to student success,
people typically consider teachers, curricula and standards, yet overlook how principals
play a key role “by shaping a culture that cultivates motivated, engaged, and effective
teacher leaders”(Patti et al., 2015, p. 438). A healthy, positive school culture is created by
leaders with emotional stability. Thus, school administrators need to develop skills that
enable them to interact with others consciously, with full awareness of how their actions
impact themselves, others and their environments. They must understand how to exhibit
empathy, compassion, self-control and self-awareness (Tickle, 1999), because these factors
affect their decisions and relationships with others.
This capacityto voluntarily focus one’s attentionis referred to as mindfulness—theability
to be self-aware,to observe and accept the thoughts,sensations and emotionsone experiences
without attempting to alter them (Baer, 2003; Grossmanet al., 2004; Kabat-Zinn, 2003;Marlatt
and Kristeller,1999). Practicing mindfulness could helpprincipals contemplate their thoughts
and sensations,remain aware and attentive,break habitual think-feel-act patternsand become
more open and attentive to the environments around them and others (Siegel, 2010).
Journal of Educational
Administration
Vol. 56 No. 6, 2018
pp. 602-619
© Emerald PublishingLimited
0957-8234
DOI 10.1108/JEA-12-2017-0171
Received 12 December 2017
Revised 4 March 2018
26 April 2018
27 April 2018
10 May 2018
18 May 2018
Accepted 21 May 2018
The current issue and full text archive of this journal is available on Emerald Insight at:
www.emeraldinsight.com/0957-8234.htm
602
JEA
56,6
Although evidence suggests that mindfulness practices could improve awareness and
buffer the negative effects of burnout on teachers (Abenavoli et al., 2013; Frank et al., 2013;
Jennings et al., 2013; Roeser et al., 2013; Schussler et al., 2016), the effects of mindfulness
practices on education leaders remain unexplored. A cursory examination of the types of
professional development offered to school principals reveals that policy initiatives and
directives have failed to include programs that build mindfulness capacity, which could help
principals improve school leadership and performance ( Jennings et al., 2011). I address this
research gap by exploring the influence of the Cultivating Awareness and Resilience in
Education (CARE) professional development program—a mindfulness-based professional
development program—on school administrators’leadership and well-being. Specifically,
I ask: How do school administrators describe their experiences with the CARE program and
how does the program influence their well-being and leadership?
First, I review literature on leadership and mindfulness. Then, I introduce CARE as a
program for teachers and the theoretical framework that guides this study: the pro-social
classroom model. After describing my research design and methods for data collection,
analysis and synthesis, I present my findings, describing educational leaders’experiences
with the CARE program influences on their well-being and leadership. I discuss the findings
and their implications before concluding by highlighting opportunities for future research.
Effective leadership
Several studies have revealed the influence of principals’relationship-oriented behaviors
(Amabile et al., 2004; Hoy and Hannum, 1997; Karareba and Clarke, 2011). Leaders set the
tone for the overall mood of their schools by how they convey emotions to the school
community and interact with others (Crawford, 2009). Principals who express compassion
and care promote a positive culture in which teachers feel passionate about their jobs
with reduced fear and anxiety (Berkovich and Eyal, 2015; Cherkowski, 2012; Slater, 2005;
Roffey, 2006).
Findings also suggest that principals affect school-level outcomes by promoting or
undermining a culture of caring. When leaders are highly self-aware and have clear goals
and values, they are able to help others develop these same characteristics (Avolio and
Gardner, 2005). A good self-regulator pays attention to tasks, persists through difficulties,
demonstrates flexibility and is confident that additional effort will lead to positive outcomes
(Schunk, 2005).
Therefore, principals need to utilize strategies and develop skills that enable them to be
effective leaders through emotion regulation, self-awareness and promotion of care and
compassion. One way of acquiring such skills is through the practice of mindfulness.
Mindfulness
Mindfulness is a particular state of consciousness or awareness (Baer, 2003; Kabat-Zinn,
2003; Smalley and Winston, 2011) “that emerges through paying attention on purpose, in the
present moment, and nonjudgmentally to unfolding experience”(Kabat-Zinn, 2003, p. 145).
By focusing on the present moment, mindfulness could lead to awareness of moments of
reactivity (Smalley and Winston, 2011).
Research shows that mindfulness-based interventions are generally associated with
reductions in stress reactivity, pain, negative affect, anxiety and depressive symptoms, as
well as increases in acceptance and openness, especially among clinical populations (Baer,
2003; Barnes et al., 2004, 2008; Gregoski et al., 2011; Grossman et al., 2004; Kabat-Zinn, 2003).
Evidence from numerous research studies shows the positive effects of mindfulness
practices, including reduced psychological stress, improved immune and health states
(Baime, 2011; Davidson et al., 2003; Greeson, 2009, Stahl and Goldstein, 2010), increased
mental flexibility (Segal et al., 2007), improved healing of physical and mental diseases and
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Mindfulness
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