(Re)Envisioning Mindfulness for Leadership Retention

Autor/inn/en	Kim, Dong Jin; Pendola, Andrew
Titel	(Re)Envisioning Mindfulness for Leadership Retention
Quelle	In: NASSP Bulletin, 106 (2022) 1, S.5-31 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kim, Dong Jin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0192-6365
DOI	10.1177/01926365221079050
Schlagwörter	Metacognition; Stress Variables; Principals; Faculty Mobility; Instructional Leadership; Burnout; Cost Effectiveness; Barriers; Public Schools; Cultural Influences; Social Attitudes; Intervention; Labor Turnover; Job Satisfaction; Work Environment; Role Conflict; Self Control; Self Efficacy; School Administration; Interprofessional Relationship; Interpersonal Relationship + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Principal; Schulleiter; Instruction; Leadership; Bildung; Erziehung; Führung; Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Public school; Öffentliche Schule; Cultural influence; Kultureinfluss; Social attidude; Soziale Einstellung; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Arbeitsmilieu; Rollenkonflikt; Selbstbeherrschung; Self-efficacy; Selbstwirksamkeit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	An emerging body of research has shown that mindfulness practices for school administrators can result in significant benefits, including a reduction in stress and sense of burnout. Concurrently, nearly 20% of school principals exit their position each year--and cite high levels of stress as a primary motivating factor. In this conceptual paper, we seek to align the benefits of mindfulness practices for educators to the causes of principal turnover, as a means to better support local, low-cost strategies to reduce high levels of leadership attrition. We offer a framework that aligns mindfulness research with principal retention research, and follow with an identification of the organizational, social, and cultural barriers to the adoption of mindfulness practices in public schools. We conclude with specific recommendations for school and district leadership to incorporate mindfulness-based interventions into organizational practices in order to help reduce administrator stress, improve task focus, and ultimately address the underlying sources of leadership turnover. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01