|dc.description.abstract||Problem: Today’s educational leaders face a growing barrage of challenges that threaten
to detract from their ability to sustain resonant leadership over time. Leaders who ignore
the signs and signals around them not only debilitate themselves as leaders but their
organizations as well. These leaders simply are not getting enough, accurate, or timely
information that helps them to sustain successful leadership over time.
Procedures: In the rich tradition of qualitative research, this phenomenological study
explored the phenomenon of mindful as it relates to curriculum directors. The grand tour
question is “How is the phenomenon of mindfulness manifested in the work of
curriculum directors?” The curriculum directors were selected using purposive sampling.
A semi-structured interview, conducted with seven curriculum directors, explored various
questions about mindfulness in their personal and professional lives. Upon the conclusion
of the interviews, participants were asked to describe their understanding of mindfulness
through the use of a journal response. Data analysis was conducted through the use of
open, axial, and selective coding and was used to identify key themes. Verification of
data included member checks, triangulation, rich, thick descriptions, and a reflexive
journal. The findings were written up in a phenomenological structure to provide a
narrative description of the experience.
Findings: This study revealed eight mindful practices utilized among curriculum
directors that help to sustain their success in their position. Those practices involve the
use of feedback for learning and leading others, reflection for personal and professional
growth, collaboration to build trusting relationships and the development of relationships
through collegial support. In addition, mindful curriculum directors used planning and
preparation to achieve success developed an awareness of themselves and others, saw
dialogue and discussion as opportunities for growth, and saw purpose in their work.
Conclusions: While reflection can seem unnatural and unrewarding, those who persevere
acknowledge the power in the process itself. Leaders who seek the thoughts and insights
of others set themselves up to lead confidently with the greatest amount of understanding.
Recommendations: Educational leaders at all levels, especially curriculum directors,
should engage in regular practice of mindful habits to develop their skills. They should be
purposeful to set aside time with specific opportunities for reflection and renewal, and
discover ways that the findings can be incorporated into their work with individuals and
their organizations. Most importantly, leaders should seek to work from a mindful state