Exploring the Influence of Cultivating Awareness and Resilience in Education on Principals' Leadership and Well-Being

• In Event: 66.057 - Roundtable Session 27
  In Roundtable Session: 66.057-10 - School Leaders Ready to Lead: Developing the Social and Emotional Skills of School Administrators

Abstract

Introduction
Principals work in rapidly changing and demanding environments. They are expected to adapt while remaining composed and positive. Thus, principals need to utilize strategies and develop skills that enable them to interact with others consciously, with full awareness of how their actions impact themselves, others, and their environments. Practicing mindfulness could be a valuable tool for principals; it enables them to contemplate the thoughts and sensations they experience, remain aware and attentive, and break habitual think-feel-act patterns, which may cultivate social and emotional competencies that foster resonant leadership (Goleman, Boyatzis, & McKee, 2013).

Objectives
The researcher studied the influence of CARE (Cultivating Awareness and Resilience in Education), a mindfulness-based professional development program, on the leadership and well-being of principals from a school district in Central Pennsylvania. Specifically, the study investigated: (a) how stress impacts principals’ daily work and decision making, (b) how principals manage difficult situations after receiving CARE professional development, and (c) how principals experience the process of interacting with others after their participation in CARE program.

Theoretical Framework
The research study is informed by two theoretical frameworks that elucidate the importance of leadership as a critical factor for school improvement: the theory of transformative learning and the prosocial classroom model. In the theory of transformative learning (Mezirow, 1991), adult experiences are conceptualized as having the power to both transform one’s perspectives and assumptions and change one’s behavior. The prosocial classroom model (Jennings & Greenberg, 2009) illustrates the influence of educators’ social and emotional competencies and well-being on the classroom atmosphere and student outcomes.

Method
The study utilized standard qualitative data collection techniques. Specifically, interviews were conducted with the principals before and after the professional development took place. Field notes were recorded from the observations during the professional development sessions, and from the shadowing of the principals throughout the school year. All data sources, including school climate reports presented by the school board, were analyzed to understand the school context.

Initial Findings
Initial findings demonstrate that because principals face many different stressors, they might benefit from a professional development program that incorporates mindfulness to support their wellbeing and provides them with SEL skills to improve their leadership. Principals were able to use mindfulness skills for themselves, however they had more difficulty practicing empathy towards others. These findings indicate that mindfulness-based professional development for principals is strengthened by addressing the specific context and needs of their schools and their constituents. The researcher will present further results during the session.

Scholarly Significance
This research sheds light on promising professional development practices for school administrators through a mindfulness-based professional development program that promotes effective school leadership.

Author

• Julia Mahfouz, University of Idaho