Developing a change in leader mindset: A study on the

effectiveness of leader mind-fullness and self-

reflection intervention in education at secondary level

Introduction
In the contemporary educational landscape, the role of school leaders has grown
increasingly complex and multifaceted. Secondary education, encompassing middle
and high school levels, presents unique challenges and opportunities. Leaders at this
level are tasked with balancing academic achievement, student welfare, staff
development, and community engagement, all while navigating the pressures of
standardized testing, budget constraints, and evolving educational policies. The
effectiveness of these leaders is crucial for fostering an environment conducive to
learning and growth, not only for students but also for teachers and administrative staff.

Mindfulness

Mindfulness, rooted in ancient contemplative practices, has gained prominence in

modern psychology and education. It involves maintaining a moment-by-moment
awareness of one’s thoughts, feelings, and surroundings in a non-judgmental manner.
Theoretical foundations of mindfulness are grounded in the works of Jon Kabat-Zinn
and others who have explored its applications in clinical settings. The core principles
of mindfulness—awareness, acceptance, and presence—align with key aspects of
emotional intelligence and resilience, which are crucial for effective leadership.

Gartner (2013) proposes that mindfulness plays a powerful role in managing ambiguity
and promoting positive outcomes in such a context. In support of this argument research
that has shown that mindfulness assists an organization to prepare for change, and that
people who are mindful find it easier to cope with the ambiguities and challenges of
transformational change. Whilst there are a range of definitions of the construct of
mindfulness, there is a consensus that most include reference to a focus on attention,
awareness and being in the present. A widely cited definition is that proposed by Brown
and Ryan (2003, p824): “… awareness and attention to present events and experiences.”
Indeed, these components are also encountered in definitions relating to mindfulness in
an organizational context. For example, King and Badham (2019, p6) define it as “a
quality or state of mind that attends to experience, avoiding or overcoming
mindlessness by giving full and proper attention to presence, context and purpose”.
They argue that the construct requires responding to internal and external stimuli with
an open non-judging attitude. This theme is evident in the definition of mindfulness
given by Baer (2003, p125); “the non-judgmental observation of the ongoing stream of
internal and external stimuli as they arise”. However, it is important to note that non-
judgmental does not mean that mindful individuals do not make any judgements. Rather
it implies that it is an ability to pay attention to what is experienced without being
carried away by reactions to it. In looking at mindfulness in an organizational setting
Weick et al (2005) introduce the element of understanding experiences in the context
of a wider system. This moves to broaden the definition of mindfulness, particularly
when exploring the application of the concept to an organizational setting. Psychology
is currently employing meditation under the label mindfulness as an intervention
technique or clinical method. Mindfulness has been demonstrated to be effective in a
number of medical, psychological and educational problems, so it has captured the
attention of psychology and has been included in a wide variety of psychological
interventions and therapies, whether explicit or implicit, exclusive or integrated as one
more component in a treatment program composed of a multitude of clinical elements
or techniques. Mindfulness in contemporary psychology has been adopted as an
approach for increasing awareness and responding skillfully to mental processes that
contribute to emotional distress and maladaptive behaviors. The practice of mindfulness
teaches one to approach internal experiences with curiosity and acceptance, which
allows for intensive self-observation without judgement, elaboration, or attempts to fix
or change the experience. Mindfulness has been described as a process of bringing a
certain quality of attention to moment-by-moment experience. Meditation or
mindfulness techniques, have shown their effectiveness in improving psychological
discomfort in its various forms of anxiety. Other effects of meditation related more
directly to stress and anxiety are reduced nervousness, worry and emotional discomfort,
and increased muscular relaxation and emotional calm which, among others, are
markers of stress and anxiety

Mindfulness is the state of conscious attentiveness referring to the control of attention.

According to Langer (1992), mindfulness is the act of consciously processing the
meaning and context of any situation, developing different points of view for every
instance and creating new categories. Besides, it suggests paying attention to physical
sensations of the present moment without prejudices. Prejudices may inhibit individuals
in their ability to notice alternatives and innovations. Most of people keep on living
while lacking natural cognizance in their everyday schedules. Individual mindfulness
involves monitoring every second and assessing each occasion independently without
judgment. Mindful people look for the characteristic features of the occasions and,
particularly, strive to uncover essential causes and signals of potential issues. Schools
are open institutions to the influence of many factors. However, many factors such as
interdependence, complexity in the network and time pressure make it difficult to
perceive the problems and the necessities of change. To avoid these problems, education
leaders should follow dynamic organizational approaches that create and develop
quality learning environments.

Hoy, Gage, and Tarter (2004) organized these five processes in a way that formed a
conceptual framework for schools with an aim to conceptualize school mindfulness and
make it more functional.

Sensitivity to operations: Practices that have become routine as a result of countless

repetitions create certain behavioral patterns over time. It becomes increasingly
difficult to break out of these behavioral patterns. Ultimately, people cannot decide
what to do in situations that require new forms of behavior Being sensitive to operations
allows you to break out of routine and be sensitive to every practice in a school.
Approaching every event with precision enables you to produce appropriate solutions
to problems. Sensitivity to operations means teachers and principals being in close
interaction with one another and being closely tied to all the operations that the school
conducts.

Preoccupation with failure: Being mindful makes it easier to face problems. The focus
is on the mistake, not the ones who make mistakes, and collective solutions are sought
Mindfulness helps individuals to constantly scan for problems in the school
environment. In this way, individuals identify the antecedents of possible problems
more easily. And because individuals know they will not be blamed for problems, they
can express problems easily instead of covering them up. Thus, it becomes easier to
solve and overcome problems.
Reluctance to simplify: Schools are complex organizations in which a number of
individuals proceed by separate actions; on the other hand, these individuals need to
work in cooperation on some issues. For this reason, the organization leader and
members try to find ways to understand complex events and solve problems with a
realistic approach as much as possible. Without simplifying the events, and by
evaluating all the details, appropriate solutions are reached. Taking problems seriously
rather than ignoring them helps us seize opportunities for change and stay in control.

Commitment to resilience: Mindfulness does not only allow schools to prevent

possible mistakes, it also allows them to deal with these mistakes. Being determined to
deal with any crises refers to the determination to resolve the problems identified by
principals and teachers. Mindless organizations look for the person who made the
mistake while mindful organizations look for solutions. The source of the problem is
investigated and new learning is performed in order not to make the mistakes again.
Mindful organizations have the ability to deal with problems quickly and recover after
crises.

Deference to expertise: Mindful organizations avoid the mistake of valuing

individuals' hierarchical positions, ranks, or superior-subordinate relations. Instead, the
expertise required to solve the problem is the first priority in such organizations. The
individuals taking part in the resolution process are determined based on their expertise.
The decision-making process is, therefore, quite fluid and the opinions of those who
have expertise related to the problem are valued. Commitment to expertise requires the
use of knowledge -that is, expertise-independently of hierarchy in case of a problem. In
mindful schools, problems are solved with expertise instead of power.

Self-Reflection

Self-reflection, as a practice, draws from theories of metacognition and reflective

practice. Prominent theorists such as Donald Schön and Chris Argyris have emphasized
the importance of reflective practice in professional development. Self-reflection
involves critically examining one’s own experiences, decisions, and actions to gain
insights and foster continuous improvement. This reflective process helps leaders
understand their strengths, identify areas for growth, and adapt their strategies in
response to feedback and changing circumstances.
Reflective practice, as articulated by Donald Schön and Chris Argyris, involves
critically examining one's actions and decisions to improve professional practice.
Schön's theory of reflective practice emphasizes the importance of "reflection-in-
action" (real-time reflection during practice) and "reflection-on-action" (post-event
reflection). This process helps leaders:

• Understand Personal Biases: Gain insight into their own decision-making

processes.
• Improve Problem-Solving: Enhance their ability to address challenges
effectively.
• Promote Continuous Improvement: Foster ongoing professional growth.

Reflective practice is essential for leaders in secondary education, where complex and
unpredictable situations require adaptive responses.

Relevance to Secondary Education

The secondary education environment is characterized by its dynamic nature.

Adolescents are undergoing significant developmental changes, and the demands on
educators and leaders are substantial. Secondary school leaders must navigate a
landscape marked by diverse student needs, complex social dynamics, and high-stakes
accountability measures. In this context, mindfulness and self-reflection can provide
leaders with valuable tools for managing stress, improving interpersonal relationships,
and making informed decisions.

The Rise of Mindfulness and Self-Reflection

In response to the challenges, there has been a growing interest in incorporating

mindfulness and self-reflection into leadership practices. This shift represents a broader
movement towards holistic approaches to leadership development, recognizing that
effective leadership goes beyond technical skills and knowledge. Mindfulness and self-
reflection offer powerful tools for enhancing leadership effectiveness by addressing the
emotional and psychological dimensions of leadership.

Self-reflection can be embedded into regular leadership activities through practices

such as journaling, peer feedback sessions, and reflective discussions. Creating a
structured approach to self-reflection helps leaders systematically evaluate their
experiences and develop actionable insights. Professional development programs can
also incorporate self-reflection as a core component, encouraging leaders to engage in
continuous learning and growth.

Mindfulness and Leadership

There has been a rapid and increasing level of practitioner interest in the relationship
between leadership and mindfulness. However, despite its importance to management,
leadership has not tended to be a subject of investigation by mindfulness researchers
and the field can be seen as being somewhat intuitive and is in its infancy. In discussing
mindful leadership there is a tendency to draw on the broader definitions of
mindfulness. For example, Roche et al, (2014, p477) suggest that mindfulness for
leaders 12 can be considered as being “…. An open state of mind where the leader’s
attention, informed by sensitive awareness, merely observes what is taking place: worry
about the future and negative projections are brought back to the present moment where
the situation is seen for what it is.” In a similar vein, Saurer and Kohls (2011) posit that
mindful leaders develop emotional resilience as a means of coping with and responding
to both positive and negative events in a way that is open and non-judgmental.

Higgs and Rowland (2011) identified five categories of behavior, which were:

i) Shaping Behavior
ii) Attractor Behavior: leader behaviors that pull people towards what the
organization is trying to do and creating an energy for, and emotional
engagement with, the change
iii) Edge and Tension: behaviors that provide challenge to assumptions made by
individuals and the organization
iv) Container Behavior: leader behaviors that provide calm, confident and
affirming signals that allow people to find positive meaning and make sense in
an anxious situation
v) Transforming Space: behaviors that create change in the “here and now”, based
on the assumption that the only thing that you can change is the present
moment.

Key constructs of mindfulness include:

 • Awareness: The ability to be fully present in the moment.
• Acceptance: Embracing thoughts and emotions without judgment.
• Emotional Regulation: Managing one's emotional responses to stress and
challenges.

These constructs are crucial for leaders who must navigate the complex emotional
landscape of secondary education. Research has shown that mindfulness enhances
leaders' ability to manage stress, improve focus, and foster positive relationships.

Change in Leader Mindset in the Field of Education

In recent years, the field of education has undergone a profound transformation, driven
by advancements in technology, changing societal expectations, and new insights into
effective teaching and learning practices. At the heart of this transformation is a
fundamental shift in the mindset of educational leaders. Historically, leaders in
education were often characterized by a top-down approach, prioritizing standardized
methods and maintaining the status quo. They were seen as gatekeepers of established
practices and curricula, focusing on compliance and consistency.

However, today’s educational leaders are embracing a more progressive and flexible
mindset. This new approach emphasizes the importance of adaptability, innovation, and
a deep understanding of the diverse needs of students. Modern leaders are increasingly
seen as facilitators of change, fostering environments that encourage creativity,
collaboration, and personalized learning experiences. They are leveraging technology
not just as a tool, but as an integral component of the learning process, transforming
traditional classrooms into dynamic and interactive spaces.

This shift in mindset is driven by several factors. The growing recognition of the need
for 21st-century skills—such as critical thinking, problem-solving, and digital
literacy—has prompted leaders to rethink traditional educational models. Additionally,
there is a heightened awareness of the importance of emotional and social well-being
in student success, leading to a more holistic approach to education.

Educational leaders are now focusing on empowering teachers and students,

encouraging professional development, and fostering a culture of continuous
improvement. They are also increasingly engaging with parents and communities to
create more inclusive and supportive learning environments. This evolution reflects a
broader understanding that effective education requires not only strong leadership but
also a willingness to embrace change and innovation.

In summary, the change in leader mindset in education represents a shift from a rigid,
control-oriented model to one that values flexibility, collaboration, and responsiveness.
As educational leaders continue to adapt to the demands of a rapidly changing world,
they are playing a crucial role in shaping a more inclusive, dynamic, and effective
educational system.

The Leadership Roles of School Principals and School Mindfulness

Leaders have such features as influencing and directing the behavior of others, creating
new strategies, communicating effectively and having different perspectives. These
characteristics of the leader can contribute to developing individual and organizational
mindfulness. Specific leadership behaviors appropriate to the nature of mindfulness can
play a more effective role in the development of individual and organizational
mindfulness. For example, according to Vogus and Sutcliffe (2012), transformational
leadership may create organizational mindfulness and facilitate mindful organizing.
Firstly, transformational leadership aims to contribute to teacher development, to
enhance the capacity to resolve the problems effectively as an individual and
organization and to promote cooperation as well as to build both individual and
organizational capacity to improve learning and teaching activities, which are the main
focus of schools. Transformational leadership, in other words, refers to a leader-
follower interaction that encourages subordinates to act beyond their potential. In this
regard, there are certain similarities between organizational and individual mindfulness
practices in that they require such behaviors as sensitivity to operations, determination
to deal with problems, collaboration and collaboration, which are the objectives of
transformational leadership. Therefore, it may be concluded that transformational
leadership correlates with mindfulness.

Second, visionary leadership is assumed to have an impact on the development of

organizational mindfulness. A visionary leader can appreciate the feelings and needs of
his/her subordinates, empower the individuals in the workplace, improve group
performance, create clear visions providing determination and make subordinates adopt
this vision. Effective leaders develop visions which achieve positive outcomes in terms
of their followers, and these visions help subordinates gain self-competence. As leader
behavior, developing vision facilitates the integration of the organization's strategical
goal and mindfulness. The leader's ability to appreciate the feelings of his/her followers
is associated with his/her mindfulness. Understanding the emotional climate and
functioning of an organization is the starting point for a leader. Thus, creating an
effective and realistic vision may improve both the principal's and organization's goals
in addition to raising mindfulness towards suitable functioning that is consistent with
these goals.

School mindfulness requires principals and teachers to be sensitive towards the

educational operations, which are the main foci of the schools. Instructional leadership
is the role of leadership that is consistent with the general perspectives of school
principals towards the schools. In this context, the role of instructional leadership may
enhance school mindfulness. The term instructional leadership is defined as an
approach related to teachers' professional self-development, adaptation of school's
physical characteristics to education, and transformation of other stakeholders. Besides,
instructional leaders aim to enhance continuing development to provide effective
teaching and to improve collective effort concerning learning and teaching.
Instructional leadership, also, may be beneficial in that principals and teachers
deliberately carry out teaching and learning activities. Investigation of the relationship
between mindfulness and instructional leadership may contribute to the enhancement
of the mindfulness approach.

As for cultural leadership, the leaders adopting this leadership style have the
characteristics of understanding the nature of the organization, having shared opinions
with subordinates and exploring rational ways to influence others through analyzing the
cultural codes of the organization. Cultural leaders, as related to schools, identify and
assess the cultural dynamics of the school since each organization has a unique culture.
School cultures may function as a supplementary approach in terms of creating
practices and insights to improve schools and developing common sense. Cultural
leaders are able to find practical ways of achieving their goals. Furthermore, cultural
leaders exhibit compatible behaviors with the culture they are in and regard this culture
as an agent or catalyzer in order to improve individuals' potential. Besides, they are the
facilitators of cultural interaction to enhance others' potential. Therefore, cultural
leadership roles of the school principal may function as a facilitator in the development
of mindfulness culture.

Impact on Leadership Effectiveness

Emotional Regulation and Stress Management

Research has demonstrated that mindfulness can enhance emotional regulation and
reduce stress. For school leaders, who often face high levels of stress and burnout,
mindfulness practices can offer a way to manage these pressures more effectively. By
cultivating a mindful awareness of their own emotional states, leaders can respond to
challenges with greater composure and clarity, ultimately improving their decision-
making and problem-solving abilities.

Improved Decision-Making and Problem-Solving

Mindfulness and self-reflection contribute to more effective decision-making by

fostering a deeper awareness of one’s thought processes and biases. Leaders who
engage in regular self-reflection are better equipped to evaluate their decisions critically
and consider multiple perspectives. This reflective approach enables them to address
issues more comprehensively and implement strategies that are informed by both
personal insights and broader contextual understanding.

Enhanced Interpersonal Relationships

Effective leadership in secondary education requires strong interpersonal skills.

Mindfulness practices can enhance leaders’ empathy and communication skills,
allowing them to build more positive and supportive relationships with staff, students,
and parents. Self-reflection further supports this by helping leaders understand their
own communication styles and the impact of their actions on others, leading to
improved collaboration and conflict resolution.

In conclusion, the integration of mindfulness and self-reflection interventions into

secondary education leadership represents a significant advancement in the field of
educational leadership. By addressing the emotional and psychological dimensions of
leadership, these practices offer valuable tools for enhancing effectiveness, managing
stress, and fostering a supportive school environment. As secondary education
continues to evolve, the adoption of mindfulness and self-reflection can contribute to
the development of more resilient, empathetic, and effective leaders, ultimately
benefiting the entire school community.
Chapter 2

Literature Review

In recent years, the concepts of mindfulness and self-reflection have gained traction in
educational leadership as strategies for enhancing the effectiveness of leaders. This
literature review explores the effectiveness of these interventions within the field of
education, focusing on how they impact leadership practices, teacher well-being, and
overall school performance.

Mindfulness in Educational Leadership

Mindfulness, defined as the practice of being fully present and engaged in the current
moment without judgment, has been shown to positively affect various aspects of
leadership. In the context of education, mindfulness can help leaders manage stress,
improve emotional regulation, and enhance decision-making capabilities.

1. Stress Reduction and Emotional Regulation: Studies have demonstrated that

mindfulness practices can significantly reduce stress and improve emotional
regulation among educational leaders. For instance, a study by Jennings et al.
(2017) found that mindfulness training led to decreased levels of burnout and
enhanced emotional resilience among school leaders. This is crucial as school
leaders often face high levels of stress due to the multifaceted nature of their
roles.
2. Decision-Making and Leadership Effectiveness: Mindful leaders tend to
make more thoughtful and deliberate decisions. A study by Roeser et al. (2013)
revealed that mindfulness training improved principals' ability to respond to
challenging situations with increased clarity and composure. This enhanced
decision-making can contribute to a more positive school climate and improved
school outcomes.
3. Teacher Well-Being and Student Outcomes: The impact of leaders'
mindfulness on teachers and students has also been explored. For example, a
study by Lambert and Passmore (2019) highlighted that when school leaders
practice mindfulness, it can create a supportive environment that fosters teacher
well-being and, subsequently, positively affects student outcomes. This
 suggests that the benefits of mindfulness extend beyond the leaders themselves
and influence the broader educational ecosystem.

Mindfulness is promoted as an effective leader development tool in popular literature

(Bunting, 2016; Reitz and Chaskalson, 2016; Hougaard and Carter, 2018) and
increasingly offered in leader development trainings. Mindfulness has been defined as
the state of “paying attention in a particular way: on purpose, in the present moment,
and non-judgmentally” (Kabat-Zinn, 2011, p. 291). This state may seem at odds with
the main objective of leaders, which is to get results and be future oriented (Goleman,
2004). Lyddy and Good (2017, p. 1) showed that mindfulness may be applied to goal-
directed behavior at work as a way of “being while doing.” The process of how to
develop a leader’s capacity to be effective remains a constant debate amongst scholars.
Research on leader development, defined as “the expansion of the capacity of
individuals to be effective in leadership roles and processes” (Day and Dragon, 2015,
p. 134) indicated that there are individual capabilities that enable leader to continuously
enhance their skills in increasingly dynamic, complex and demanding environments
(Uhl-Bien and Arena, 2017). Leaders who are highly self-aware, identify strongly with
being a leader and are highly self-efficacious are more likely to be effective leaders
(Day and Dragoni, 2015). Furthermore, researchers highlight the importance of leaders’
ability to regulate (negative) emotions. Emotional intelligence for instance, the ability
to recognize and manage emotions in self and others, is related to team and leader
performance (Ashkanasy and Dasborough, 2003; Ashkanasy and Dorris, 2017). There
is also an ethical and virtuous aspect to managing emotions for leaders (Brown and
Treviño, 2006; Jackson, 2018), a responsibility for acting in a way that causes the least
amount of harm for others, grounded in an awareness that leader behaviors are strongly
related to followers’ wellbeing, job and life satisfaction (Kelloway et al., 2005) and that
both positive and negative emotions of leaders may be contagious. For example,
increased levels of positive affect of leaders are associated with greater goal attainment
and follower performance (Joseph et al., 2015). Ashkanasy and Dorris (2017, p. 78)
thus argued that leaders should practice “leading with emotional labor” and learn how
regulate their own feelings effectively. Finally, leaders need capabilities to effectively
lead themselves. Self-leadership is defined as a set of behavioral and cognitive
strategies that are related to enhanced (individual) performance (Furtner et al., 2013).
This includes behavior-focused strategies such as self-goal setting and self-observation
and constructive thought patterns such as evaluating beliefs and assumptions. Sample
et al. (2017) showed that a mindfulness-based self-leadership training was effective in
improving self-leadership capabilities. Self-leadership is distinct but associated with
active leadership styles (Furtner et al., 2013) and improvements in self-leadership
aspects are thus likely to be associated to improvements in leadership style and vice
versa.

Recent studies have explored the potential of mindfulness interventions to enhance

leadership capabilities. Mindfulness training has been shown to improve leaders'
resilience, collaboration skills, and ability to navigate complex situations (Reitz et al.,
2020). Research indicates a clear relationship between leader mindfulness and effective
change leadership behaviors, particularly in facilitating and engaging with
organizational change (Higgs & Rowland, 2022). In the education sector, mindfulness
programs have demonstrated significant benefits for secondary school teachers,
reducing burnout and increasing resilience (Justo, 2010). Furthermore, mindfulness
practices have been found to strengthen leadership abilities in higher education settings,
enhancing concentration, decision-making, and relationship-building skills
(Burmansah et al., 2022). These studies suggest that incorporating mindfulness into
leadership development programs may be a promising approach for cultivating more
effective and resilient leaders across various sectors, including education.

Mindfulness training and practice can develop leaders' resilience, ability to lead in
complex contexts, and collaboration skills. The context in which today’s organizations
are operating is one of volatility, uncertainty, complexity and ambiguity
(VUCA)leading to unprecedented levels of change (Rodriguez, 2015; Gioia et al, 2012;
Anderson and Akerman-Anderson, 2010; Burnes, 2009). In this context change is no
longer the exception to the rule but is rather an inevitable and 2 continuous aspects of
organizational life (Holten et al, 2017; Hammer and Champy, 1993). Furthermore, the
speed, magnitude, unpredictability and, consequently, the importance of change
capability to organizations has increased considerably (Holten et al, 2017; Burnes,
2009). Whilst there is a high level of acknowledgement of the growing significance of
change for organizations, there is also a large body of evidence that points to the
difficulties faced in implementing change and consequent high levels of change failure
(Hughes, 2016, Al-Haddad and Kotnour, 2015, Higgs and Rowland. 2011). Against this
background there has been a growing interest in the role that leaders paly in
implementing change and the skills and behaviors that give rise to an increased
probability of change success (Ling et al, 2018; Hughes, 2016; Holten and Brenner,
2015; Liang et al, 2016; Kuipers et al, 2014; Herold et al, 2008). However, there are
relatively few empirical studies, which identify specific change leadership skills and
behaviors (By et al, 2016; Hughes, 2016; Ford and Ford, 2012); rather the literature that
explores change leadership tends to rely more on general leadership theories and
generic conceptualizations of leadership applied within the context of change (Burnes
et al, 2018; Dumas and Beinecke, 2018; Higgs and Rowland, 2011; Avolio et al, 2009).
Indeed, there is a general recognition of the need for further research designed
specifically to explore the nature of change leadership and its impact on success of
change implementation (Burnes et al, 2018; Babalola and Stouten,2016; Gioia et al,
2012; Anderson and Ackerman Anderson, 2010).

The concept of mindfulness and its potential applications within organizational settings
(Allen et al, 2021; King and Badham, 2019; Baron, 2016; Brendel et al, 2016; Good et
al, 2016; Chiesa, 2013; Brown et al, 2007;). Studies in this area have indicated that
mindfulness has a range of associations with organizational outcomes such as task 3
performance, citizenship behavior and well-being (Zhang et al, 2021; Good et al, 2016;
Shapiro et al, 2015; Akinola, 2010). It has also been asserted that mindfulness may play
a role in contributing to successful change implementation (Baron, 2016; Anderson and
Ackerman-Anderson, 2010; Gartner, 2013). From a practitioner perspective there has
been a rapid growth in books and articles that assert that mindfulness plays a significant
role in effective leadership (King and Badham, 2020: Brendel et al, 2016; Roche et al,
2014). However, despite the asserted emerging importance of mindfulness in this
context there is very little empirical work that explores the relationship between these
two constructs (Rooney et al, 2021; Rupprecht et al, 2019; Reb et al, 2019; King and
Badham, 2019; Baron et al, 2017; Baron, 2016). The few studies that have been
conducted have tended to focus on the beneficial role of mindfulness for leaders (Urrila,
2021; Baron, 2016).

More than 20 years ago Hammer and Champy (1993, p23) declared that “…change has
become both pervasive and persistent in organizations…” suggesting that dealing with
change has become a core aspect of organizational life. In the VUCA context facing
organizations today this need for continuous change requires the development of
change management as a core organizational competence (Holten et al, 2017; Burnes,
2009). At the same time there is a strong consensus, based on both assertions and
empirical evidence that a very high proportion of change initiatives fail (Hughes, 2016,
Al-Haddad and Kotnour, 2015; Senturia et al, 2008; Higgs and Rowland, 2005;2011).
Thus, organizations appear to be faced with a classic paradox: “We have to change, but
most of our change initiatives fail” (Burnes, 2009, p107).

Within this context there has been a shift in conceptualizing change from one of
punctuated equilibrium to continuous transformation (By et al, 2016; Hughes, 2016;
Kuipers et al, 2014; Higgs and Rowland, 2011; Burnes, 2009). Within the continuous
transformation paradigm, there is an increased focus on dealing with organizational
dynamics and human agency resulting in a focus on engaging with stakeholders
entailing high levels of involvement and commitment building (Gioia et al, 2012; Higgs
and Rowland, 2011; Anderson and Ackerman-Anderson, 2010). Indeed, the move from
punctuated equilibrium to continuous transformation may be seen as moving from
“doing change to people” to “doing change with people” (Higgs and Rowland, 2005,
p57). This shift in focus leads to questions relating to the role and behaviors of
organizational leaders in implementing complex and continuous change. Indeed, we
now turn to considerations of the literature on change leadership.

Over the last few years, the increasingly complex, ambiguous and volatile environment
has led to a growing interest in the concept of mindfulness (Micklitz et al, 2021: Zhang
et al, 2021; Baron et al, 2017; Good et al, 2016; Baron, 2016; Lyvers et al, 2014; Bruce,
2014). In particular, the application of mindfulness within organizational settings and
its potential significance for leadership has seen the emergence of a stream of books
and articles in the practitioner arena (King and Badham, 2020; Reb et al, 2019; Bruce,
2014; Chiesa, 2013), There has also been a significant growth in training and
development programs designed to enhance leader mindfulness (Rooney et al, 2021;
King and Badham, 2020;2019;). However, whilst there is much empirical evidence that
supports the positive role of mindfulness in the clinical and personality disciplines
(Allen et al, 2021; Morton et al, 2020; Baron et al, 2017; Good et al, 2016; Chiesa,
2013; Kabat-Zin, 2013, Brown and Ryan, 2003) there are far fewer studies that have
examined and supported a positive role within organizational settings (Reb et al, 2019;
Purser and Milillo, 2015: Gartner, 2013; Kezar, 2013; Kabat-Zin, 2013).
Extensive research within the field has demonstrated clear relationships between
mindfulness and a diverse range of individual outcomes including stress reduction,
enhanced well-being, improved memory, positive physiological states, improved
mental health, reduced anxiety, reduction in depression, and reduced substance abuse
(Allen et al, 2021; Jiminez-Picon et al, 2021; Zhang et al, 2021: Roche et al, 2014;
Sauer and Kohls, 2011; Heard, 2010; Siegel, 2009; Brown et al, 2007; Brown and Ryan,
2003). However, the majority of studies to date have been based on experimental
designs employing self-assessment questionnaires, thus limiting the generalizability of
findings to other contexts such as organizational settings and work outcomes (Micklitz
et al, 2021; Morton et al, 2020; Good et al, 2016; Chiesa, 2013). Furthermore, a high
proportion of existing studies have been focused on examining the impact of
interventions designed to enhance mindfulness and its impact on individual outcomes
(Allen et al, 2021; Jiminez-Picon et al, 2021; Morton et al, 2020; Chiesa, 2013). Taken
together, these methodological limitations have reduced the extent to which findings
can be generalized to work related contexts (Micklitz et al, 2021; Good et al, 2016). In
exploring organizational aspects of mindfulness there is a small, but growing, body of
work that explores the relationships between mindfulness and workplace functioning
(Zhang et al, 2021; Reb et al, 2019; Baron et al, 2017; Glomb et al, 2011). Within this
work there is evidence that mindfulness can have a positive influence on a range of
areas of workplace outcomes, including: task performance, job performance,
citizenship behaviors, deviance, motivation, work engagement, and job satisfaction
(Allen et al, 2021; Baron et al, 2017; Good et al, 2016; Gartner, 2013).

In spite of the comments that there is a paucity of empirical and rigorous research into
leadership and mindfulness, there has been a more recent growth in published studies.
Initially, these have tended to focus on the effect of mindfulness on the leaders and
consequent impact on followers (Urilla, 2021; Nubold et al, 2020; Good et al, 2016;
Roche et al, 2014). For example, Roche et al, (2014) report research that has indicated
that stressed leaders lack the capacity to support their teams, which in turn has a
concomitant effect on the stress levels of their employees. Brendel et al (2016) reported
an empirical study that indicated that the adoption by leaders of regular Mindful
practices was positively associated with the development of leadership qualities
associated with success in the context of ambiguity and change. Furthermore, Baron
(2016) having asserted that Authentic leadership (Avolio and Gardener, 2005) and
mindfulness share the elements of self- awareness and unbiased processing, and found
evidence that they are related - mindfulness playing a role in the development of
Authentic leadership. The relationship of mindfulness to authentic leadership was also
supported in a study by Nubold et al (2020). In addition, Baron et al, (2017)
demonstrated a relationship between leaders’ mindfulness and their behavioral
flexibility. However, a number of authors have pointed out that the relatively limited
work exploring the relationships between mindfulness and leadership are focused on
the beneficial role of mindfulness for leaders themselves, rather than exploring leader-
follower interactions and the relationships between leader mindfulness and
organizational level outcomes with, a relatively small number of studies exploring the
impact of leaders’ mindfulness on their subordinates (Urrila, 2021; Reb et 13 al, 2019;
Good et al, 2016). This call for understanding more about mindfulness and leadership
form an interpersonal, relational perspective is echoed by others (King and Badham,
2020; 2019; Stedham and Skaar, 2019)). A few studies have responded to this call. For
example, Reb et al (2019) report a study that leader mindfulness was found to be an
antecedent of high-quality Leader Member Exchange (LMX) relationships and
Stedham and Skaar (2019) reported relationships between leader mindfulness and
employee trust. Based on their study, Reb et al (2019) argue that their findings indicated
that it is the relational quality which translates the leader’s mindfulness to a follower’s
performance. In another relationally based study Liang et al (2016) found that leader
mindfulness moderated the relationship between abusive supervision and employee
performance. In exploring this relational impact on employees, Arendt et al (2019)
report studies that show; i) leader mindfulness is related to follower satisfaction with
the leader and, ii) leaders’ dispositional mindfulness is related to followers’ well-being.
From these studies they argue that leader mindfulness tends to be reflected in leadership
styles that enhance the relationships between followers and leaders. This point is
supported by the study of Purser and Milillo (2016) which found that there was a clear
relationship between leader dispositional mindfulness and employee perceptions of
servant leadership behaviors. In a similar vein Williams and Seaman (2016)
demonstrated that leader mindfulness mediates the relationship between ethical
leadership and perceptions of leader performance. However, such studies remain in the
minority and the work on leader mindfulness and its benefits remain predominantly
theoretical in nature (Arendt et al, 2019; Reb et al, 2019; King and Badham, 2019;
Liang et al, 2016: Reb et al, 2015).
Self-Reflection in Educational Leadership

Self-reflection involves the process of introspection and critical evaluation of one's

actions and decisions. It plays a crucial role in leadership development:

1. Enhanced Self-Awareness: Self-reflection promotes greater self-awareness,

which is essential for effective leadership. Research by Schön (1983) highlights
that reflective practices enable leaders to understand their strengths and
weaknesses, leading to improved leadership practices.
2. Improved Problem-Solving: Reflective practices enhance problem-solving
skills. A study by York-Barr and Duke (2004) demonstrated that educational
leaders who engaged in regular self-reflection were better at identifying and
addressing challenges within their schools.
3. Increased Accountability: Self-reflection fosters accountability by
encouraging leaders to examine their decisions and actions critically. According
to a study by Flessner et al. (2013), reflective practices help leaders take
responsibility for their actions and make necessary adjustments to improve their
effectiveness.
4. Professional Growth: Reflective practices contribute to ongoing professional
development. Research by Larrivee (2000) indicates that self-reflection
supports continuous learning and growth, which is essential for adapting to the
evolving demands of educational leadership.

Combined Interventions

Integrating mindfulness and self-reflection interventions has been shown to amplify the
benefits of each approach:

1. Synergistic Effects: Combining mindfulness and self-reflection can create a

synergistic effect. A study by Reeve (2016) found that educational leaders who
engaged in both mindfulness practices and reflective exercises experienced
improved emotional intelligence and leadership effectiveness.
2. Holistic Development: Integrating these interventions supports holistic
development. Research by Jennings and Greenberg (2009) highlights that a
 combined approach helps leaders develop a more balanced and integrated
approach to their professional and personal lives.

The Impact of Mindset on Leadership Effectiveness

Fixed vs. Growth Mindset: The framework of fixed and growth mindsets, as proposed
by Carol Dweck (2006), has been influential in understanding changes in leaders'
mindsets. Leaders with a growth mindset believe that abilities can be developed through
effort and learning, while those with a fixed mindset view abilities as static.

• Study by Dweck (2006): Dweck's foundational research demonstrated that

individuals with a growth mindset are more likely to embrace challenges, persist
in the face of setbacks, and seek out feedback. Applying this to educational
leadership, Dweck’s work suggests that leaders with a growth mindset are more
effective in fostering a culture of continuous improvement and innovation
within their schools.
• Study by Whitehead et al. (2019): This study explored how growth mindset
training for school leaders influenced their leadership behaviors. The findings
indicated that leaders who adopted a growth mindset were more likely to
implement change initiatives successfully, encourage professional development
among staff, and create a more positive school climate.

2. Shifts in Mindset and Leadership Practices

Adopting a Collaborative Approach: Shifts from a traditional, hierarchical mindset

to a more collaborative approach have been shown to positively impact school
leadership.

• Study by Harris and Jones (2019): This research highlighted the benefits of a
collaborative mindset in educational leadership. Leaders who embraced
collaboration and shared leadership models were found to improve teacher
morale, enhance professional learning communities, and increase overall school
performance.
Transformational Leadership: Transformational leadership theory, which
emphasizes inspiring and motivating followers to achieve their full potential, is closely
related to mindset changes in leaders.

• Study by Leithwood and Jantzi (2005): The study examined how

transformational leaders with an evolving mindset could drive school
improvement. Leaders who focused on developing a shared vision, encouraging
innovation, and fostering supportive relationships were found to significantly
enhance school effectiveness.

3. Mindset Changes and School Culture

Creating a Growth-Oriented School Culture: Leaders' mindsets have a profound

impact on the culture of the schools they lead.

• Study by Fullan (2016): Fullan’s research underscored the importance of

leaders cultivating a growth-oriented culture within schools. Leaders who
adopted a mindset focused on growth and continuous improvement were more
successful in promoting a positive school culture that values learning and
adaptation.
• Study by Alvoid and Black (2014): This study explored the relationship
between leadership mindset and school culture. Leaders who shifted from a
control-oriented mindset to one that valued teacher autonomy and professional
growth were found to create more supportive and collaborative school
environments.

4. The Role of Mindset in Addressing Educational Challenges

Resilience and Adaptability: Leaders’ mindsets play a critical role in how they address
challenges and adapt to change.

• Study by Pappano (2018): This research highlighted how educational leaders

with a growth mindset were better equipped to handle crises and navigate
complex challenges. The study found that such leaders exhibited greater
resilience and adaptability, which positively affected their schools' ability to
cope with and overcome difficulties.
5. Professional Development and Mindset Shifts

Mindset Training for Leaders: Professional development programs aimed at

changing leaders' mindsets have been shown to have significant impacts.

• Study by Jennings and Greenberg (2009): This study evaluated the

effectiveness of mindfulness and mindset training programs for school leaders.
The findings indicated that such programs led to improved emotional
intelligence, better stress management, and more effective leadership practices.
• Study by Goleman et al. (2013): This research examined the impact of
emotional intelligence and mindset training on leadership effectiveness.
Leaders who participated in these programs demonstrated enhanced self-
awareness, better interpersonal skills, and a more resilient approach to
leadership.

Whilst much of the change management literature examines the processual issues
surrounding change there is a growing interest in the role of leadership in successful
change implementation (Hughes, 2016, By et al, 2016; Kuipers et al, 2014; Higgs and
Rowland, 2011). Indeed, some argue that understanding the role and behaviors of
leaders is critical to achieving successful change implementation. For example, Burke
(2011, p247) asserts that “without leadership, planned organizational change will never
be realized”. Others point out that leadership and change are inexorably linked (Burnes
et al, 2018; Parry, 2011). In spite of the recognition of this significance there is a general
view that in the field of change leadership there is a paucity of empirical research
(Burnes et al, 2018: Hughes, 2016; By et al, 2016; Kuipers et al, 2014; Ford and Ford,
2012; Higgs and Rowland, 2011; Parry, 2011). Parry (2011) points out that the field has
tended to be dominated by practitioner work that is case based and lacks rigor. Indeed,
in a review of the literature between 1990 and 2010, Ford and Ford (2012) found only
14 academic journal papers reporting empirical studies exploring change leadership.
However, since this review there has been a growth in empirical studies. These have
been dominated by a focus on quantitative studies examining the role the role of
transformational leadership and its relationship to a range of employee related
outcomes, behaviors and attitudes (Burnes et al, 2018; Dumas and Beinecke, 2018;
Holten et al, 2017; Holten and Brenner, 2015). In broad terms studies have shown that
leaders have an impact on change outcomes through enhancing employee commitment
to change (Ling et al, 2018; Dumas and Beinecke, 2018; Holten et al, 2017; Van der
Volt, 2016; Van Kippeberg et al, 2004). However, these studies have been criticized for
being dominated by a top down, leader-centric view of leadership (Burnes et al, 2018;
King and Badham, 2019; Ling et al, 2018) and being process based (King and Badham,
2018). However, there is emerging evidence that a shift to a more relational approach
to change leadership has a significant positive effect of follower involvement and
participation (Burnes et al, 2018; Ling et al, 2018; Holten et al, 2017; Herold et al,
2008) and the provision of support and capability development (Liang et al, 2018; Van
der Voet, 2016; Pearlmatter, 1998). Furthermore, drawing on the social identity theory
of leadership (Haslam et al, 2017; Van Kippenberg et al, 2004) there is evidence that
leadership that establishes clear norms and builds a strong sense of collective identity
has a positive impact on follower commitment to change (Ling et al, 2018; Haslam et
al, 2017).

While the benefits of mindfulness and self-reflection are well-documented, there are
challenges to consider:

1. Implementation Barriers: There can be practical challenges in implementing

mindfulness and self-reflection interventions, such as time constraints and
resistance to change. Studies by McCormick et al. (2020) suggest that these
barriers need to be addressed to ensure successful integration into leadership
practices.
2. Sustainability: Ensuring the long-term sustainability of these practices can be
difficult. Research by Goleman and Boyatzis (2008) emphasizes the importance
of ongoing support and reinforcement to maintain the benefits of mindfulness
and self-reflection.

The literature indicates that mindfulness and self-reflection interventions can

significantly enhance educational leadership by improving emotional regulation,
decision-making, stress management, and overall effectiveness. While challenges exist
in implementing and sustaining these practices, the potential benefits for educational
leaders and their schools make them valuable areas of focus for professional
development. Future research should continue to explore best practices for integrating
these interventions and addressing implementation challenges to maximize their
impact.
Chapter 3

Research Problem and Questions

Despite the growing interest in mindfulness and self-reflection, there is limited

empirical research specifically addressing their impact on secondary school leadership.
This research aims to fill this gap by investigating the effectiveness of mindfulness and
self-reflection interventions for secondary school leaders. The central research question
guiding this study is: "How do mindfulness and self-reflection interventions affect the
effectiveness of secondary school leaders?" Sub-questions include:

1. What are the perceived benefits of mindfulness and self-reflection for secondary
school leaders?
2. How do these interventions influence leadership practices and decision-
making?
3. What impact do mindfulness and self-reflection have on school climate and
staff-student relationships?

Objectives of the Study

The primary objectives of this study are:

Significance of the Study

This research is significant for several reasons:

• Educational Leadership: By providing evidence-based insights into the

benefits of mindfulness and self-reflection, this study can inform leadership
development programs and professional practice in secondary education.
• School Climate: Understanding how these interventions impact school climate
and staff-student relationships can help improve the overall learning
environment.
• Policy Implications: The findings may influence educational policy by
highlighting the importance of incorporating mindfulness and reflective
practices into leadership training and development.