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ERIC Number: EJ1105711
Record Type: Journal
Publication Date: 2015-Mar
Pages: 23
Abstractor: As Provided
ISSN: ISSN-1532-0723
Conceptualizing Mindful Leadership in Schools: How the Practice of Mindfulness Informs the Practice of Leading
Wells, Caryn M.
Education Leadership Review of Doctoral Research, v2 n1 p1-23 Mar 2015
This paper advances the conceptual notion of mindfulness for educational leaders. The findings presented acknowledge the current levels of stress that school leaders face and posits that the practice of mindfulness may reduce these stressors while improving the effectiveness of leadership. The author also presents a synthesis of the literature from resonant leadership, emotional intelligence, social intelligence, and neuroscience findings, using the constructs of mindfulness as the foundation to develop a conceptual framework for mindful leadership in the schools. The attitudinal foundation of mindfulness (Kabat-Zinn, 2009) awareness, being fully present, compassion, equanimity, non-judgment, non-reactivity, letting go, listening, self-compassion, patience, and trust are presented at constructs of mindfulness for educational leaders. These constructs are reviewed for their ability to inform leadership practice for educational leaders.
NCPEA Publications. Available from: National Council of Professors of Educational Administration. Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A