ERIC Number: EJ1010334
Record Type: Journal
Publication Date: 2013-May
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1741-1432
EISSN: N/A
Mindful Leaders in Highly Effective Schools: A Mixed-Method Application of Hoy's M-Scale
Kearney, W. Sean; Kelsey, Cheryl; Herrington, David
Educational Management Administration & Leadership, v41 n3 p316-335 May 2013
This article presents a mixed-method study utilizing teacher ratings of principal mindfulness from 149 public schools in Texas and follow-up qualitative data analysis through semi-structured interviews conducted with the top 10 percent of princeipals identified as mindful. This research is based on the theoretical framework of mindfulness as established by Langer, refined by Weick and Sutcliff and applied to school settings by Hoy. For the quantitative methodology, OLS regression analyses were employed to measure the relative effect of principal influence on student achievement. The results of these analyses indicate that principal mindfulness made a statistically significant independent contribution to the variance in student achievement. For the qualitative interview data, a grounded theory approach was used to develop a conceptual framework for how mindful principals do their work. Three themes emerged endemically from these interviews, the results of which are presented in a concept map at the end of this article. (Contains 5 tables and 2 figures.)
Descriptors: Mixed Methods Research, Instructional Leadership, Public Schools, Principals, Grounded Theory, Administrator Effectiveness, Academic Achievement, Administrator Attitudes, Concept Mapping, Semi Structured Interviews, Teacher Attitudes, State Standards, Correlation, High Achievement, School Effectiveness, Educational Environment, Hypothesis Testing, Questionnaires, Metacognition, Factor Analysis, Measures (Individuals), Trust (Psychology), School Size, Socioeconomic Status
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Grant or Contract Numbers: N/A