Date of Conferral



Doctor of Education (Ed.D.)




Mary Hallums


AbstractMindfulness practices are increasingly used in schools; however, there is a gap in practice when it comes to their use. The problem investigated through this basic qualitative study was the implementation of school mindfulness practice (SMP) of elementary school administrators in a large, urban area in the southeast United States. The purpose of this project study was to understand urban elementary school administrators’ perceptions of the implementation of SMP in predominantly racially and ethnically diverse, urban elementary schools. The conceptual framework was the instructional leadership model of Murphey, Hallinger, Weil, and Mittman that emphasizes the importance of understanding administrative functions, school activities, and organizational processes. The research questions explored how school administrators perceive the implementation of SMPs and what administrators perceive were challenges or supports as they led the implementation of SMPs. The participants were six school administrators from four elementary schools who were selected using purposive sampling. Data were collected using semistructured interviews and were analyzed using coding and thematic analysis. The findings revealed that school administrators used SMPs for positive outcomes in academics and behavior as well as to manage the ramifications of the COVID-19 pandemic. These findings may help administrators to better understand their role in the successful planning and implementation of SMPs to address student behavior problems. The project deliverable is a 3-day professional development training for school administrators to learn strategies to use SMPs. The SMP strategies may help school administrators to achieve higher student academic outcomes, leading to positive social change.