Date of Award

12-2024

Document Type

Dissertation

Degree Name

Doctor of Education in Educational Leadership

Department

Educational Leadership and Curriculum

First Reader/Committee Chair

Kivalahula-Uddin, Hannah

Abstract

This qualitative study explored the lived experiences of educational leaders who incorporated mindfulness practices (MFP) student engagement (SE) in their classrooms during and after the COVID-19 global pandemic, utilizing hermeneutic phenomenology and bracketing as research methodologies. The study aimed to understand how these leaders' use of mindfulness impacted student engagement in both online and in-person learning environments. Drawing on semi-structured qualitative interviews, the research examined how mindfulness practices were adapted in response to the unique challenges posed by remote education during the pandemic and how these adaptations have persisted or evolved in post-pandemic teaching. Key findings reveal that mindfulness not only supported educational leaders in managing their own stress and workload during the pandemic but also contributed to higher levels of student engagement, improved classroom relationships, and greater emotional resilience among students. The results suggest that the integration of mindfulness in educational settings offers lasting benefits for both students and educators, fostering a more engaged and supportive learning environment. This study provides valuable insights into the potential of mindfulness practices to enhance educational outcomes in the face of unprecedented challenges, while also contributing to the broader discourse on effective teaching strategies in the digital age.

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