ارائه چارچوب مفهومی ذهن آگاهی برای مدیران آموزشی مدارس با رویکرد فراترکیب (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
پژوهش حاضر با هدف ارائه چهارچوب مفهومی از ذهن آگاهی برای مدیران آموزشی مدارس انجام شده است. روش این پژوهش، کیفی و از نوع فراترکیب بوده است. جامعه پژوهش، کلیه مقالات کیفی و آمیخته معتبر انجام شده به زبان فارسی و انگلیسی در حوزه ذهن آگاهی، بین سال های ۲۰۰۶-۲۰۲۳ بود. براین اساس، با مطالعه مقالات مرتبط با ذهن آگاهی که با روش مرور نظام مند انجام شده بود، رجوع به سرعنوان های موضوعی پزشکی (مش)، اصطلاح نامه های ایرانداک و لغت نامه های تخصصی درزمینه موردمطالعه، کلیدواژه های فارسی و لاتین مرتبط در عنوان، چکیده، واژگان کلیدی و متن مقالات در پایگاه های داده «اسکوپوس، ساینس دایرکت، گوگل اسکالر، اشپرینگر، سیج، تیلور اند فرانسیس، امرالد، نورمگز و مگیران» جست وجو شد که ۳۹۷۹ پژوهش درزمینه موردنظر بررسی و درنهایت، ۳۲ مقاله به صورت هدفمند به عنوان نمونه انتخاب شد و از ابزار حیاتی CASP، برای ارزشیابی و تأیید کیفیت محتوای اسناد استفاده شد. داده های به دست آمده از تحلیل اسناد با استفاده از روش کدگذاری باز، محوری و انتخابی تجزیه وتحلیل شد که درمجموع، ۲۲۱ کد، ۳۰ مقوله و ۵ مفهوم شناسایی شد. مهم ترین مفاهیم شناسایی شده شامل «آگاهی فراشناختی، تجارب فراشناختی، مهارت های فراشناختی، دانش فراشناختی و بهزیستی روان شناختی» است. نتایج این پژوهش می تواند به متولیان و پژوهشگران این حوزه کمک کند تا ابعاد و جنبه های مختلف ذهن آگاهی خاصه برای مدیران آموزشی مدارس را درک کنند و بستری برای پرورش و بهسازی آن ها و تجهیزشان به شایستگی های جدید فراهم کنند.Providing a Conceptual Framework of Mindfulness for Educational Principals at Schools: A Meta-Synthesis
The aim of this study was to provide a conceptual framework of mindfulness for educational principals of schools. The current study was conducted using meta-synthesis. The research population included all authentic qualitative and mixed-method articles conducted in Persian and English on mindfulness between 2006 and 2023. Accordingly, mindfulness articles done through systematic review were scrutinized. This was done using Medical Subject Headings (MeSH), IranDoc thesauri and the specialized dictionaries. Persian and English keywords were searched in the titles, abstracts, keywords, and full texts of articles in databases such as Scopus, Science Direct, Google Scholar, Springer, Sage, Taylor and Francis, Emerald, Noormagz, and Magiran. A total of 3,979 studies in the desired field were examined, and ultimately, 32 articles were purposefully selected as samples. The Critical Appraisal Skills Program (CASP) was used to evaluate and confirm the quality of the document content. The data obtained from document analysis were analyzed using open, axial, and selective coding methods, which led to the identification of 221 codes, 30 categories, and five concepts in total. The most important concepts identified were "metacognitive awareness, metacognitive experiences, metacognitive skills, metacognitive knowledge, and psychological well-being." The results of this study can help researchers and those involved in the field of study to understand the dimensions and various aspects of mindfulness, especially for educational principals of schools. It can also provide conditions for their development, improvement, and acquisition of new competencies.IntroductionThe term mindfulness originally comes from the Buddhist concept of "sati," which means "moment-to-moment awareness of current events" (Karunamuni & Weerasekera, 2019). According to Kabat-Zinn, mindfulness is paying attention with purpose, in the present moment, and without judgment or preconceptions (Kabat-Zinn, 1994). While mindfulness practices and principles have become popular in educational, corporate, and therapeutic contexts in recent decades (Hornich-Lisciandro, 2013; Langer, 1993; Sinclair, 2015), it is important to note that researchers and experts now see mindfulness as an integral aspect of management and leadership (Boyatzis & McKee, 2005; Hougaard & Carter, 2017; Nadler, 2011; Richards, 2009; Sinclair, 2015). As efforts to introduce mindfulness into various organizations continue to grow, there have also been movements to incorporate these principles into the educational environments. These programs not only contributed to the personal and organizational development of key members within the education system, but they could also provide a necessary framework and vision for transforming schools. One of the challenging and complex issues in today's education system is how to prepare its key members for facing an uncertain and volatile environment. This uncertainty leads individuals to experience excessive pressure and stress, resulting in psychological harm and disruptions in the teaching-learning process. It is clear that in order to cope with these rapid social changes, we need to be more flexible and adaptable. We need to learn methods to calm our anxious nervous system and deal with challenges that disrupt our mental order, emotional tranquility, and compassion towards others—whether they are fellow humans, animals, or the environment around us. In other words, principals, teachers, and education practitioners need to pay more attention to internal education (Jennings et al., 2019). Based on the aforementioned points, the main issue of this study is that despite the promising studies conducted on mindfulness-based programs for teachers and students, it appears that these interventions are still relatively new. As Hawkins (2017) and Roeser (2014) also emphasize, further investigation is needed to understand the role of other educational stakeholders in adopting and implementing mindfulness programs in schools. Therefore, considering the importance of cultivating educational principals and their personal and organizational development, as well as addressing the fundamental role of mindfulness in schools as an emerging and essential approach, this study aims to provide an appropriate conceptual framework of mindfulness for educational principals using a meta-synthesis approach to gain a clearer perspective on the development of mindfulness in relation to the role of other educational stakeholders. MethodThis qualitative study utilized the meta-synthesis method. The meta-synthesis method refers to a process and product of scientific inquiry aimed at systematically reviewing and synthesizing findings from qualitative studies. Meta-syntheses go beyond the sum of the parts. In fact, this method provides new interpretations of the findings that result in a deeper understanding beyond the existing results (Sandelowski & Barroso, 2007). Meta-synthesis is a methodological approach for developing new knowledge based on a thorough analysis of existing qualitative research findings (Finfgeld-Connett, 2018). In the present study, the Sandelowski and Barroso (2007) meta-synthesis method was employed, which consists of seven steps: formulating research questions, conducting a systematic review of the relevant literature, searching and selecting relevant articles, extracting data from articles, analyzing and synthesizing qualitative findings, ensuring the quality of the findings, and presenting the findings. FindingsIn the present study, a total of 221 codes, 30 categories, and five concepts were identified based on the results of the analyses conducted on 32 selected final articles. Discussion and ConclusionA systematic review of qualitative and mixed-method studies conducted over the last two decades in the field of mindfulness specifically for educational principals has uncovered valuable and significant perspectives, characteristics, components, and themes. These findings can contribute to the personal and professional development of individuals who have a key role in the educational system. However, despite the conducted studies and presented results, there has been a lack of a comprehensive and holistic approach in identifying the dimensions of this phenomenon. The present study, which aims to examine the scientific literature on mindfulness for educational principals using a meta-synthesis method, is designed as qualitative study. Through a systematic and extensive review of qualitative and mixed-method studies conducted between 2006 and 2023, the study provides a conceptual framework of relevant components and themes related to mindful educational principals. Although the framework developed in this study shares similarities with the results and findings of other studies in certain areas, it is different in the sense that it has followed the steps of a meta-synthesis with a more holistic and comprehensive view, explaining and analyzing various aspects of the phenomenon of mindfulness in the field of educational principals. In fact, this study is one of the few comprehensive and extensive studies that examine and analyze the concepts and dimensions of mindfulness for educational principals using a meta-synthesis approach. It presents a comprehensive and valuable perspective in this field, which can be an effective step towards developing mindful educational principals.
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