Organizational mindfulness in recognition schools: Mindful leadership practices of principals that build high reliability learning organizations
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Authors
Sullivan, Joseph
Issue Date
2025-07-23
Item Type
Thesis
Language
en_US
Keyword
Alternative Title
Abstract
The purpose of this study was to explore mindful leadership practices of principals who represent Recognition Schools at the elementary and secondary level in New York State. School principals throughout the state are met with exhausting and extremely challenging tasks to achieve. They are responsible for the effective development, management, and sustainability of teaching and learning for all the teachers and students in their buildings. School principals are evaluated by a set of standards that represent the decisions they make with and among all the people they work with throughout the multilayered, interconnected educational system. They are the final decision makers as it relates to school building matters and are responsible for the promotion, management, and sustainability of the school they represent. This qualitative, multicase study explored the perceptions of six Recognition School principals, three who led elementary schools, and three who led secondary schools. Purposeful, criterion-based sampling procedures were utilized, in combination with pre-defined selection criteria, to triangulate the phenomena being studied. Data collection tools included demographic survey data, semi-structured interviews, and document review. Data were analyzed and resulted in three findings and six themes. Findings showed that principals described their mindful leadership experiences in high achieving, Recognition Schools by metacognitively acknowledging specific character traits or perceptions of self and identifying necessary leadership actions or techniques used throughout the building and district that contribute to student achievement. Principals suggested their mindful leadership experiences in high achieving Recognition Schools contributed to organizational success because they established personal and system-wide norms that directly influenced the growth, sustainability, and strategic decision making made by principals in schools. Finally, principals explained there are several barriers that exist in Recognition Schools that can negatively impact student achievement, limit professional development, and weaken the learning organization's alignment from its vision and mission.
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Citation
Publisher
Western Connecticut State University