View in EDS PDF Full Text

Mindful Leadership: How Rural Principals Enact School Mindfulness through Care and Social-Emotional Learning

Saved in:
Bibliographic Details
Title: Mindful Leadership: How Rural Principals Enact School Mindfulness through Care and Social-Emotional Learning
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
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwEs24AEkmlRxzHw3EVh9QRLAAAA4jCB3wYJKoZIhvcNAQcGoIHRMIHOAgEAMIHIBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDFmjF8oEwNncTGe_3gIBEICBmgQ5Y7B5qqgR0RirwPfG7fgIXxFsSNX70PoetTNQc_RZPNf6sU77ebpe-aiFzkS6-xRXrzZ3uETYuTY-hgo9DmzxGsCfzE-yZzQ9HdvPz9AbpcW7UTKlhBEi7Rebf2iAabyt6iA7u0D_iWpE53F_R8-7AqA3IyBUARiT32NvEMNgCN09bGKLHfrY4K02nr425NI6U6e2yBOdSd8=
Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1490762
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1490762
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Mindful Leadership: How Rural Principals Enact School Mindfulness through Care and Social-Emotional Learning
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Jesse+Wood%22">Jesse Wood</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Rural+Educator%22"><i>Rural Educator</i></searchLink>. 2025 46(4):54-59.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: National Rural Education Association. e-mail: theruraleducator@gmail.com; Web site: https://scholarsjunction.msstate.edu/ruraleducator/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 7
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Secondary+Schools%22">Secondary Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Rural+Schools%22">Rural Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Principals%22">Principals</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership+Styles%22">Leadership Styles</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Behavior%22">Administrator Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Caring%22">Caring</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Emotional+Learning%22">Social Emotional Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Role%22">Administrator Role</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership+Role%22">Leadership Role</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Tennessee%22">Tennessee</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0273-446X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1490762
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1490762
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 7
        StartPage: 54
    Subjects:
      – SubjectFull: Secondary Schools
        Type: general
      – SubjectFull: Rural Schools
        Type: general
      – SubjectFull: Principals
        Type: general
      – SubjectFull: Leadership Styles
        Type: general
      – SubjectFull: Administrator Behavior
        Type: general
      – SubjectFull: Metacognition
        Type: general
      – SubjectFull: Caring
        Type: general
      – SubjectFull: Social Emotional Learning
        Type: general
      – SubjectFull: Administrator Role
        Type: general
      – SubjectFull: Leadership Role
        Type: general
      – SubjectFull: Tennessee
        Type: general
    Titles:
      – TitleFull: Mindful Leadership: How Rural Principals Enact School Mindfulness through Care and Social-Emotional Learning
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Jesse Wood
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 0273-446X
          Numbering:
            – Type: volume
              Value: 46
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Rural Educator
              Type: main
ResultId 1