Mindful Leadership: How Rural Principals Enact School Mindfulness through Care and Social-Emotional Learning
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| Title: | Mindful Leadership: How Rural Principals Enact School Mindfulness through Care and Social-Emotional Learning |
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| Language: | English |
| Authors: | Jesse Wood |
| Source: | Rural Educator. 2025 46(4):54-59. |
| Availability: | National Rural Education Association. e-mail: theruraleducator@gmail.com; Web site: https://scholarsjunction.msstate.edu/ruraleducator/ |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Secondary Schools, Rural Schools, Principals, Leadership Styles, Administrator Behavior, Metacognition, Caring, Social Emotional Learning, Administrator Role, Leadership Role |
| Geographic Terms: | Tennessee |
| ISSN: | 0273-446X |
| Abstract: | This qualitative research study explored how rural secondary principals in Tennessee made sense of the practice of school mindfulness and what motivated them to engage in leadership practices that enact mindfulness in this setting. This study draws from the theoretical construct of high reliability theory (HRT) and school mindfulness: focus on failure, reluctance to simplify, sensitivity to teaching and learning, commitment to resilience, and deference to expertise. Three themes emerged: situational awareness, social-emotional learning (SEL), and care. This study extends the extant literature on school mindfulness and highlights leadership practices of care and social-emotional learning that enact school mindfulness in rural settings. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1490762 |
| Database: | ERIC |
| Abstract: | This qualitative research study explored how rural secondary principals in Tennessee made sense of the practice of school mindfulness and what motivated them to engage in leadership practices that enact mindfulness in this setting. This study draws from the theoretical construct of high reliability theory (HRT) and school mindfulness: focus on failure, reluctance to simplify, sensitivity to teaching and learning, commitment to resilience, and deference to expertise. Three themes emerged: situational awareness, social-emotional learning (SEL), and care. This study extends the extant literature on school mindfulness and highlights leadership practices of care and social-emotional learning that enact school mindfulness in rural settings. |
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| ISSN: | 0273-446X |
