Toward a Deeper Awareness: Becoming a Mindful Educational Leader

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atmire.migration.oldid3447
dc.contributor.advisorJones, David
dc.contributor.authorKarrah, Deborah
dc.contributor.authorBearance, Deborah
dc.date.accessioned2015-08-14T16:31:58Z
dc.date.available2015-11-20T08:00:35Z
dc.date.issued2015-08-14
dc.date.submitted2015en
dc.description.abstractThis study explored the meditative practice and non-meditative process of mindfulness and its application to educational leadership. The definition of mindfulness that guided this research was – being attentive and aware in the present moment. Mindfulness was viewed as being more than meditation; it was seen as clear comprehension of a situation and being prepared and willing to address whatever happened. It was a way of understanding one’s self and one’s self in relation to others and the world. The purpose of this research was to construct a conceptualization of mindful educational leadership. This Scholarly Personal Narrative (Nash, 2004; Nash & Bradley, 2011; Nash & Viray, 2013) study provided a conceptualization of what it means to be a mindful educational leader. The conceptualization came from the application of a review: of mindfulness; of leadership as expressed in a way closest to mindfulness, and through the application of Scholarly Personal Narrative to the researcher’s experiences as an educational leader, and as a participant in major life-changing events. Data collection included: epistolary letters, journal reflections, as well as narrative and poetic life texts. A parallax vantage analysis was utilized to uncover and identify universalizable themes within the narrative. These themes offered an understanding of the duality of mindfulness (awareness of self and others) that was linked to the duality of leadership that, at its base, is about the leader and the follower, and thus it is both self and relational. The resulting construct of mindful educational leadership would fill a gap in the academic literature on leadership and would offer to educational leaders, a reflective and purposeful way of being in the world.en_US
dc.identifier.citationKarrah, D., & Bearance, D. (2015). Toward a Deeper Awareness: Becoming a Mindful Educational Leader (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/28470en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/28470
dc.identifier.urihttp://hdl.handle.net/11023/2390
dc.language.isoeng
dc.publisher.facultyGraduate Studies
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subjectEducation
dc.subjectEducation
dc.subject.classificationMindfulnessen_US
dc.subject.classificationLeadershipen_US
dc.titleToward a Deeper Awareness: Becoming a Mindful Educational Leader
dc.typedoctoral thesis
thesis.degree.disciplineEducational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameDoctor of Philosophy (PhD)
ucalgary.item.requestcopytrue
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