Document Type : Research Paper
Authors
1 Ph.D. Candidate in Educational Administration, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran
2 Professor, Department of Educational Administration & Planning, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran
3 Associate Professor, Department of Educational Administration & Planning, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran
4 Assistant Professor, Department of Educational Sciences, Faculty of Psychology and Educational Sciences, Shahid Beheshti University, Tehran, Iran
Abstract
The purpose of this research was to design a conceptual model of mindfulness for educational principals of schools. This qualitative study utilized the grounded theory method. The participants consisted of 18 experienced, expert and knowledgeable educational principals who were selected using the theoretical purposeful sampling method. The data were collected through semi-structured interviews and analyzed based on the systematic approach of Strauss and Corbin (open, axial, and selective coding). Accreditation of the study was ensured through triangulation strategies in data sources and researchers, re-examination of the analyses by some participants, and review of the results by peers. The dimensions of the paradigmatic model included: causal conditions (pain and suffering, demands, study, meditation, interaction); core phenomenon (developing mindful educational principals); contextual conditions (educational system, family institution, attendance at spiritual gatherings, attendance in nature); intervening conditions (educational and training system, welfare and economic status, social and cultural status); actions/interactions (metacognitive awareness, metacognitive skills); and consequences (spiritual growth and personal transformation, improving the quality of personal and professional life). Based on these dimensions, a mindfulness model was designed for educational principals in schools. The results of this research can assist researchers and practitioners in understanding the dimensions and various aspects of mindfulness, especially for educational principals of schools, and provide a condition for their cultivation, improvement, and equipping with new competencies.
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