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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
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:
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  Data: Mindful Leadership: How Rural Principals Enact School Mindfulness through Care and Social-Emotional Learning
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  Data: <searchLink fieldCode="SO" term="%22Rural+Educator%22"><i>Rural Educator</i></searchLink>. 2025 46(4):54-59.
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  Data: National Rural Education Association. e-mail: theruraleducator@gmail.com; Web site: https://scholarsjunction.msstate.edu/ruraleducator/
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  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>
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  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.
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  Data: 2025
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  Data: EJ1490762
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 7
        StartPage: 54
    Subjects:
      – SubjectFull: Secondary Schools
        Type: general
      – SubjectFull: Rural Schools
        Type: general
      – SubjectFull: Principals
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      – SubjectFull: Leadership Styles
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      – SubjectFull: Administrator Behavior
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      – SubjectFull: Metacognition
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      – SubjectFull: Social Emotional Learning
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      – SubjectFull: Leadership Role
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      – SubjectFull: Tennessee
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      – TitleFull: Mindful Leadership: How Rural Principals Enact School Mindfulness through Care and Social-Emotional Learning
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