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Gepubliceerd in:

18-07-2023 | ORIGINAL PAPER

Acceptability of a Mindfulness-Based Professional Development Program to Support Educational Leader Well-Being

Auteurs: Sebrina L. Doyle Fosco, Deborah L. Schussler, Patricia A. Jennings

Gepubliceerd in: Mindfulness | Uitgave 8/2023

Abstract

Objectives

This research investigated how school and district leaders perceive and respond to an adapted version of the Cultivating Awareness and Resilience in Education (CARE) program, implemented district-wide.

Method

Using mixed-methods end-of-training evaluations and follow-up surveys, ratings of program acceptability and use of CARE practices were explored. Overall ratings of social and individual acceptability were examined cross-sectionally and also compared with previously reported acceptability data from teachers. Further, a multiple-case study analysis was conducted with 11 leaders using matched baseline data to identify characteristics that may have impacted their perceptions and responsiveness to the program.

Results

Overall, acceptability of the program was inconsistent for educational leaders. Those with some prior experience with mindfulness, but not those with a regular practice, appeared to receive most benefit from the program. The format of the program also appeared to influence acceptability; many leaders indicated that the program was too long. That said, all leaders who responded to the follow-up survey reported use of CARE practices, and most indicated intrapersonal and interpersonal improvements.

Conclusion

Although educational leaders did derive benefits from participation, there were also challenges with acceptability. More research is needed into the best ways to support the unique needs of educational leaders, including identifying the optimal format for leader professional development. Integrating aspects of mindfulness in pre-service education may be helpful for improving acceptability. Finally, it is important to identify ways to get buy-in and support leader agency regarding their needs for professional development.

Preregistration

This study was not preregistered.

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volgende artikel A Multiple Indicator Multiple Cause (MIMIC) model of the Self-Compassion Scale Youth (SCS-Y) and investigation of differential item functioning in China, Hong Kong and UK adolescents

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Titel: Acceptability of a Mindfulness-Based Professional Development Program to Support Educational Leader Well-Being
Auteurs: Sebrina L. Doyle Fosco
Deborah L. Schussler
Patricia A. Jennings
Publicatiedatum: 18-07-2023
Uitgeverij: Springer US
Gepubliceerd in: Mindfulness / Uitgave 8/2023
Print ISSN: 1868-8527
Elektronisch ISSN: 1868-8535
DOI: https://doi.org/10.1007/s12671-023-02182-9

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Acceptability of a Mindfulness-Based Professional Development Program to Support Educational Leader Well-Being

Abstract

Objectives

Method

Results

Conclusion

Preregistration

Andere artikelen Uitgave 8/2023

Effects of Mindful Parenting Program on the Executive Function and Resting State Brain Functional Connectivity for Parents of Children with Attention Deficit Hyperactivity Disorder: A Randomized Controlled Trial

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The Mutual Relationship Between Self-Compassion, Perceived Social Support, and Adolescent NSSI: A Three-Wave Longitudinal Study

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Results

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Preregistration

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Effects of Mindful Parenting Program on the Executive Function and Resting State Brain Functional Connectivity for Parents of Children with Attention Deficit Hyperactivity Disorder: A Randomized Controlled Trial

The Role of Religion and Spirituality in Adapting Mindfulness-Based Interventions for Black American Communities: A Scoping Review

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Family Incivility Impedes Interpersonal Adaptation and Increases Loneliness in Adolescents: Self-Compassion as a Mediator