Skip to main content
main-content
Top

Tip

Swipe om te navigeren naar een ander artikel

Gepubliceerd in: Mindfulness 2/2018

16-09-2017 | ORIGINAL PAPER

The Association Between Dispositional Mindfulness and Management Self-Efficacy Among Early Childhood Education Managers in Head Start

Auteurs: Brandon D. Becker, Robert C. Whitaker

Gepubliceerd in: Mindfulness | Uitgave 2/2018

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

Head Start is a federally-funded early childhood education program whose primary goal is to increase school readiness for low-income children less than 5 years of age. Managers in Head Start programs have stressful jobs. They must adhere to complex federal program performance standards while addressing the needs of their staff, who work with children and families facing stressful social circumstances. Dispositional mindfulness is associated with greater self-efficacy in the face of challenges, but there are no data on the association between dispositional mindfulness and management self-efficacy among leaders of early childhood education programs. In 2012, the Pennsylvania Head Start Staff Wellness Survey, an anonymous, web-based survey, was administered to managers in 66 Head Start and Early Head Start programs in Pennsylvania. For 480 of the 552 (87%) managers in these programs, data were available on their levels of dispositional mindfulness (Cognitive and Affective Mindfulness Scale-Revised) and management self-efficacy (Principal Self-Efficacy Scale). After adjustment, a 1 SD higher mindfulness score was associated with a 0.41 SD (95% confidence interval [CI], 0.31 to 0.51) higher management self-efficacy score (p < .001). Managers in the highest versus lowest quartile of dispositional mindfulness had a 1.05 SD (95% CI, 0.79 to 1.30) higher management self-efficacy score, after adjustment (p < .001). Managers in Head Start and Early Head Start who had higher levels of dispositional mindfulness reported greater management self-efficacy. Interventions to promote mindfulness among leaders of early childhood education programs may be one approach to improve their management self-efficacy and promote effective leadership.
Literatuur
go back to reference Aikens, N., Tarullo, L., Hulsey, L., Ross, C., West, J., & Xue, Y. (2010). ACF-OPRE report: a year in head start: Children, families and programs. Washington: US Department of Health and Human Services, Administration for Children and Families, Office of Planning, Research and Evaluation. Aikens, N., Tarullo, L., Hulsey, L., Ross, C., West, J., & Xue, Y. (2010). ACF-OPRE report: a year in head start: Children, families and programs. Washington: US Department of Health and Human Services, Administration for Children and Families, Office of Planning, Research and Evaluation.
go back to reference Baer, R., Walsh, E., & Lykins, E. (2009). Assessment of mindfulness. In F. Didonna (Ed.), Clinical handbook of mindfulness (pp. 153–168). New York: Springer. CrossRef Baer, R., Walsh, E., & Lykins, E. (2009). Assessment of mindfulness. In F. Didonna (Ed.), Clinical handbook of mindfulness (pp. 153–168). New York: Springer. CrossRef
go back to reference Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. CrossRefPubMed Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. CrossRefPubMed
go back to reference Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory. Journal of Social and Clinical Psychology, 4(3), 359–373. CrossRef Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory. Journal of Social and Clinical Psychology, 4(3), 359–373. CrossRef
go back to reference Becker, B. D., Gallagher, K. C., & Whitaker, R. C. (2017). Teachers’ dispositional mindfulness and the quality of their relationships with children in head start classrooms. Journal of School Psychology, 65, 40–53. CrossRefPubMed Becker, B. D., Gallagher, K. C., & Whitaker, R. C. (2017). Teachers’ dispositional mindfulness and the quality of their relationships with children in head start classrooms. Journal of School Psychology, 65, 40–53. CrossRefPubMed
go back to reference Becker, B. D., Patterson, F., Fagan, J. S., & Whitaker, R. C. (2016). Mindfulness among home visitors in head start and the quality of their working alliance with parents. Journal of Child and Family Studies, 25(6), 1969–1979. CrossRef Becker, B. D., Patterson, F., Fagan, J. S., & Whitaker, R. C. (2016). Mindfulness among home visitors in head start and the quality of their working alliance with parents. Journal of Child and Family Studies, 25(6), 1969–1979. CrossRef
go back to reference Bihari, J. L., & Mullan, E. G. (2014). Relating mindfully: A qualitative exploration of changes in relationships through mindfulness-based cognitive therapy. Mindfulness, 5(1), 46-59. Bihari, J. L., & Mullan, E. G. (2014). Relating mindfully: A qualitative exploration of changes in relationships through mindfulness-based cognitive therapy. Mindfulness, 5(1), 46-59.
go back to reference Bishop, S. R., Lau, M., Shapiro, S., Carlson, L., Anderson, N. D., Carmody, J., et al. (2004). Mindfulness: a proposed operational definition. Clinical Psychology: Science and Practice, 11(3), 230–241. Bishop, S. R., Lau, M., Shapiro, S., Carlson, L., Anderson, N. D., Carmody, J., et al. (2004). Mindfulness: a proposed operational definition. Clinical Psychology: Science and Practice, 11(3), 230–241.
go back to reference Bradley, R. H., & Corwyn, R. F. (2002). Socioeconomic status and child development. Annual Review of Psychology, 53(1), 371–399. CrossRefPubMed Bradley, R. H., & Corwyn, R. F. (2002). Socioeconomic status and child development. Annual Review of Psychology, 53(1), 371–399. CrossRefPubMed
go back to reference Britton, W. B., Bootzin, R. R., Cousins, J. C., Hasler, B. P., Peck, T., & Shapiro, S. L. (2010). The contribution of mindfulness practice to a multicomponent behavioral sleep intervention following substance abuse treatment in adolescents: a treatment development study. Substance Abuse, 31(2), 86–97. CrossRefPubMed Britton, W. B., Bootzin, R. R., Cousins, J. C., Hasler, B. P., Peck, T., & Shapiro, S. L. (2010). The contribution of mindfulness practice to a multicomponent behavioral sleep intervention following substance abuse treatment in adolescents: a treatment development study. Substance Abuse, 31(2), 86–97. CrossRefPubMed
go back to reference Brooks-Gunn, J., & Duncan, G. J. (1997). The effects of poverty on children. The Future of Children, 7(2), 55–71. CrossRefPubMed Brooks-Gunn, J., & Duncan, G. J. (1997). The effects of poverty on children. The Future of Children, 7(2), 55–71. CrossRefPubMed
go back to reference Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84(4), 822–848. CrossRefPubMed Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84(4), 822–848. CrossRefPubMed
go back to reference Brown, K. W., & Kasser, T. (2005). Are psychological and ecological well-being compatible? The role of values, mindfulness, and lifestyle. Social Indicators Research, 74(2), 349-368. Brown, K. W., & Kasser, T. (2005). Are psychological and ecological well-being compatible? The role of values, mindfulness, and lifestyle. Social Indicators Research, 74(2), 349-368.
go back to reference Catano, N., & Stronge, J. H. (2006). What are principals expected to do? Congruence between principal evaluation and performance standards. NASSP Bulletin, 90(3), 221–237. CrossRef Catano, N., & Stronge, J. H. (2006). What are principals expected to do? Congruence between principal evaluation and performance standards. NASSP Bulletin, 90(3), 221–237. CrossRef
go back to reference Costa-Hernandez, D. (2010). Principal self-efficacy beliefs and student achievement. (Unpublished Doctoral Dissertation). San Diego State University, San Diego, CA. Costa-Hernandez, D. (2010). Principal self-efficacy beliefs and student achievement. (Unpublished Doctoral Dissertation). San Diego State University, San Diego, CA.
go back to reference Cummings, P. (2011). Arguments for and against standardized mean differences (effect sizes). Archives of Pediatrics & Adolescent Medicine, 165(7), 592–596. CrossRef Cummings, P. (2011). Arguments for and against standardized mean differences (effect sizes). Archives of Pediatrics & Adolescent Medicine, 165(7), 592–596. CrossRef
go back to reference Cusens, B., Duggan, G. B., Thorne, K., & Burch, V. (2010). Evaluation of the breathworks mindfulness-based pain management programme: effects on well-being and multiple measures of mindfulness. Clinical Psychology & Psychotherapy, 17(1), 63–78. Cusens, B., Duggan, G. B., Thorne, K., & Burch, V. (2010). Evaluation of the breathworks mindfulness-based pain management programme: effects on well-being and multiple measures of mindfulness. Clinical Psychology & Psychotherapy, 17(1), 63–78.
go back to reference de Vibe, M., Bjørndal, A., Tipton, E., Hammerstrøm, K., & Kowalski, K. (2012). Mindfulness based stress reduction (MBSR) for improving health, quality of life and social functioning in adults. Campbell Systematic Reviews 3. de Vibe, M., Bjørndal, A., Tipton, E., Hammerstrøm, K., & Kowalski, K. (2012). Mindfulness based stress reduction (MBSR) for improving health, quality of life and social functioning in adults. Campbell Systematic Reviews 3.
go back to reference de Vibe, M., Solhaug, I., Tyssen, R., Friborg, O., Rosenvinge, J., Sorlie, T., & Bjorndal, A. (2013). Mindfulness training for stress management: a randomised controlled study of medical and psychology students. BMC Medical Education, 13(1), 107. CrossRefPubMedPubMedCentral de Vibe, M., Solhaug, I., Tyssen, R., Friborg, O., Rosenvinge, J., Sorlie, T., & Bjorndal, A. (2013). Mindfulness training for stress management: a randomised controlled study of medical and psychology students. BMC Medical Education, 13(1), 107. CrossRefPubMedPubMedCentral
go back to reference Federici, R. A., & Skaalvik, E. M. (2011). Principal self-efficacy and work engagement: assessing a Norwegian principal self-efficacy scale. Social Psychology of Education, 14(4), 575–600. CrossRef Federici, R. A., & Skaalvik, E. M. (2011). Principal self-efficacy and work engagement: assessing a Norwegian principal self-efficacy scale. Social Psychology of Education, 14(4), 575–600. CrossRef
go back to reference Federici, R. A., & Skaalvik, E. M. (2012). Principal self-efficacy: relations with burnout, job satisfaction and motivation to quit. Social Psychology of Education, 15(3), 295–320. CrossRef Federici, R. A., & Skaalvik, E. M. (2012). Principal self-efficacy: relations with burnout, job satisfaction and motivation to quit. Social Psychology of Education, 15(3), 295–320. CrossRef
go back to reference Feldman, G., Hayes, A., Kumar, S., Greeson, J., & Laurenceau, J.-P. (2007). Mindfulness and emotion regulation: the development and initial validation of the cognitive and affective mindfulness scale-revised (CAMS-R). Journal of Psychopathology and Behavioral Assessment, 29(3), 177–190. CrossRef Feldman, G., Hayes, A., Kumar, S., Greeson, J., & Laurenceau, J.-P. (2007). Mindfulness and emotion regulation: the development and initial validation of the cognitive and affective mindfulness scale-revised (CAMS-R). Journal of Psychopathology and Behavioral Assessment, 29(3), 177–190. CrossRef
go back to reference Goleman, D., Boyatzis, R., & Mckee, A. (2002). Primal leadership: realizing the power of emotional intelligence. USA: Harvard Business School Press. Goleman, D., Boyatzis, R., & Mckee, A. (2002). Primal leadership: realizing the power of emotional intelligence. USA: Harvard Business School Press.
go back to reference Greeson, J. M., Smoski, M. J., Suarez, E. C., Brantley, J. G., Ekblad, A. G., Lynch, T. R., & Wolever, R. Q. (2015). Decreased symptoms of depression after mindfulness-based stress reduction: potential moderating effects of religiosity, spirituality, trait mindfulness, sex, and age. The Journal of Alternative and Complementary Medicine, 21(3), 166–174. CrossRefPubMedPubMedCentral Greeson, J. M., Smoski, M. J., Suarez, E. C., Brantley, J. G., Ekblad, A. G., Lynch, T. R., & Wolever, R. Q. (2015). Decreased symptoms of depression after mindfulness-based stress reduction: potential moderating effects of religiosity, spirituality, trait mindfulness, sex, and age. The Journal of Alternative and Complementary Medicine, 21(3), 166–174. CrossRefPubMedPubMedCentral
go back to reference Grossman, P., Niemann, L., Schmidt, S., & Walach, H. (2004). Mindfulness-based stress reduction and health benefits: a meta-analysis. Journal of Psychosomatic Research, 57(1), 35–43. CrossRefPubMed Grossman, P., Niemann, L., Schmidt, S., & Walach, H. (2004). Mindfulness-based stress reduction and health benefits: a meta-analysis. Journal of Psychosomatic Research, 57(1), 35–43. CrossRefPubMed
go back to reference Heeringa, S., West, B. T., & Berglund, P. A. (2010). Applied survey data analysis. Boca Raton: Chapman & Hall/CRC. CrossRef Heeringa, S., West, B. T., & Berglund, P. A. (2010). Applied survey data analysis. Boca Raton: Chapman & Hall/CRC. CrossRef
go back to reference Hofmann, S. G., Sawyer, A. T., Witt, A. A., & Oh, D. (2010). The effect of mindfulness-based therapy on anxiety and depression: a meta-analytic review. Journal of Consulting and Clinical Psychology, 78(2), 169–183. CrossRefPubMedPubMedCentral Hofmann, S. G., Sawyer, A. T., Witt, A. A., & Oh, D. (2010). The effect of mindfulness-based therapy on anxiety and depression: a meta-analytic review. Journal of Consulting and Clinical Psychology, 78(2), 169–183. CrossRefPubMedPubMedCentral
go back to reference Hölzel, B. K., Carmody, J., Vangel, M., Congleton, C., Yerramsetti, S. M., Gard, T., & Lazar, S. W. (2011). Mindfulness practice leads to increases in regional brain gray matter density. Psychiatry Research: Neuroimaging, 191(1), 36-43. Hölzel, B. K., Carmody, J., Vangel, M., Congleton, C., Yerramsetti, S. M., Gard, T., & Lazar, S. W. (2011). Mindfulness practice leads to increases in regional brain gray matter density. Psychiatry Research: Neuroimaging, 191(1), 36-43.
go back to reference Institute of Medicine. (2015). Transforming the workforce for children birth through age 8: a unifying foundation. Washington: The National Academies Press. Institute of Medicine. (2015). Transforming the workforce for children birth through age 8: a unifying foundation. Washington: The National Academies Press.
go back to reference Ivtzan, I., Young, T., Martman, J., Jeffrey, A., Lomas, T., Hart, R., & Eiroa-Orosa, F. J. (2016). Integrating mindfulness into positive psychology: a randomised controlled trial of an online positive mindfulness program. Mindfulness, 7(6), 1396–1407. CrossRef Ivtzan, I., Young, T., Martman, J., Jeffrey, A., Lomas, T., Hart, R., & Eiroa-Orosa, F. J. (2016). Integrating mindfulness into positive psychology: a randomised controlled trial of an online positive mindfulness program. Mindfulness, 7(6), 1396–1407. CrossRef
go back to reference Jennings, P. A., Brown, J. L., Frank, J. L., Doyle, S., Oh, Y., Davis, R., . . . Greenberg, M. T. (2017). Impacts of the CARE for teachers program on teachers’ social and emotional competence and classroom interactions. Journal of Educational Psychology. Jennings, P. A., Brown, J. L., Frank, J. L., Doyle, S., Oh, Y., Davis, R., . . . Greenberg, M. T. (2017). Impacts of the CARE for teachers program on teachers’ social and emotional competence and classroom interactions. Journal of Educational Psychology.
go back to reference Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: past, present, and future. Clinical Psychology: Science and Practice, 10(2), 144–156. Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: past, present, and future. Clinical Psychology: Science and Practice, 10(2), 144–156.
go back to reference Khanna, S., & Greeson, J. M. (2013). A narrative review of yoga and mindfulness as complementary therapies for addiction. Complementary Therapies in Medicine, 21(3), 244-252. Khanna, S., & Greeson, J. M. (2013). A narrative review of yoga and mindfulness as complementary therapies for addiction. Complementary Therapies in Medicine, 21(3), 244-252.
go back to reference Kiken, L. G., Garland, E. L., Bluth, K., Palsson, O. S., & Gaylord, S. A. (2015). From a state to a trait: trajectories of state mindfulness in meditation during intervention predict changes in trait mindfulness. Personality and Individual Differences, 81, 41–46. CrossRefPubMedPubMedCentral Kiken, L. G., Garland, E. L., Bluth, K., Palsson, O. S., & Gaylord, S. A. (2015). From a state to a trait: trajectories of state mindfulness in meditation during intervention predict changes in trait mindfulness. Personality and Individual Differences, 81, 41–46. CrossRefPubMedPubMedCentral
go back to reference Klocko, B. A., & Wells, C. M. (2015). Workload pressures of principals. NASSP Bulletin, 99(4), 332–355. CrossRef Klocko, B. A., & Wells, C. M. (2015). Workload pressures of principals. NASSP Bulletin, 99(4), 332–355. CrossRef
go back to reference Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on the wellbeing and performance of educators: a systematic review of the empirical literature. Teaching and Teacher Education, 61, 132–141. CrossRef Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on the wellbeing and performance of educators: a systematic review of the empirical literature. Teaching and Teacher Education, 61, 132–141. CrossRef
go back to reference Luberto, C. M., Cotton, S., McLeish, A. C., Mingione, C. J., & O’Bryan, E. M. (2014). Mindfulness skills and emotion regulation: the mediating role of coping self-efficacy. Mindfulness, 5(4), 373–380. CrossRef Luberto, C. M., Cotton, S., McLeish, A. C., Mingione, C. J., & O’Bryan, E. M. (2014). Mindfulness skills and emotion regulation: the mediating role of coping self-efficacy. Mindfulness, 5(4), 373–380. CrossRef
go back to reference Luberto, C. M., McLeish, A. C., Zvolensky, M. J., & Baer, R. A. (2011). Mindfulness skills and anxiety-related cognitive processes among young adult daily smokers: a pilot test. Mindfulness, 2(2), 129–136. CrossRef Luberto, C. M., McLeish, A. C., Zvolensky, M. J., & Baer, R. A. (2011). Mindfulness skills and anxiety-related cognitive processes among young adult daily smokers: a pilot test. Mindfulness, 2(2), 129–136. CrossRef
go back to reference McCormick, M. J. (2001). Self-efficacy and leadership effectiveness: applying social cognitive theory to leadership. Journal of Leadership & Organizational Studies, 8(1), 22–33. CrossRef McCormick, M. J. (2001). Self-efficacy and leadership effectiveness: applying social cognitive theory to leadership. Journal of Leadership & Organizational Studies, 8(1), 22–33. CrossRef
go back to reference Meiklejohn, J., Phillips, C., Freedman, M., Griffin, M. L., Biegel, G., Roach, A., et al. (2012). Integrating mindfulness training into K-12 education: fostering the resilience of teachers and students. Mindfulness, 3(4), 291–307. CrossRef Meiklejohn, J., Phillips, C., Freedman, M., Griffin, M. L., Biegel, G., Roach, A., et al. (2012). Integrating mindfulness training into K-12 education: fostering the resilience of teachers and students. Mindfulness, 3(4), 291–307. CrossRef
go back to reference Morone, N. E., Rollman, B. L., Moore, C. G., Li, Q., & Weiner, D. K. (2009). A mind–body program for older adults with chronic low back pain: results of a pilot study. Pain Medicine, 10(8), 1395–1407. CrossRefPubMedPubMedCentral Morone, N. E., Rollman, B. L., Moore, C. G., Li, Q., & Weiner, D. K. (2009). A mind–body program for older adults with chronic low back pain: results of a pilot study. Pain Medicine, 10(8), 1395–1407. CrossRefPubMedPubMedCentral
go back to reference Paglis, L. L. (2010). Leadership self-efficacy: research findings and practical applications. Journal of Management Development, 29(9), 771–782. CrossRef Paglis, L. L. (2010). Leadership self-efficacy: research findings and practical applications. Journal of Management Development, 29(9), 771–782. CrossRef
go back to reference Paglis, L. L., & Green, S. G. (2002). Leadership self-efficacy and managers’ motivation for leading change. Journal of Organizational Behavior, 23(2), 215–235. CrossRef Paglis, L. L., & Green, S. G. (2002). Leadership self-efficacy and managers’ motivation for leading change. Journal of Organizational Behavior, 23(2), 215–235. CrossRef
go back to reference Podsakoff, P. M., MacKenzie, S. B., Lee, J.-Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: a critical review of the literature and recommended remedies. Journal of Applied Psychology, 88(5), 879–903. CrossRefPubMed Podsakoff, P. M., MacKenzie, S. B., Lee, J.-Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: a critical review of the literature and recommended remedies. Journal of Applied Psychology, 88(5), 879–903. CrossRefPubMed
go back to reference Reb, J., Narayanan, J., & Chaturvedi, S. (2014). Leading mindfully: two studies on the influence of supervisor trait mindfulness on employee well-being and performance. Mindfulness, 5(1), 36–45. CrossRef Reb, J., Narayanan, J., & Chaturvedi, S. (2014). Leading mindfully: two studies on the influence of supervisor trait mindfulness on employee well-being and performance. Mindfulness, 5(1), 36–45. CrossRef
go back to reference Roemer, L., Williston, S. K., & Rollins, L. G. (2015). Mindfulness and emotion regulation. Current Opinion in Psychology, 3, 52–57. CrossRef Roemer, L., Williston, S. K., & Rollins, L. G. (2015). Mindfulness and emotion regulation. Current Opinion in Psychology, 3, 52–57. CrossRef
go back to reference Schussler, D. L., Jennings, P. A., Sharp, J. E., & Frank, J. L. (2016). Improving teacher awareness and well-being through CARE: A qualitative analysis of the underlying mechanisms. Mindfulness, 7(1), 130-142. Schussler, D. L., Jennings, P. A., Sharp, J. E., & Frank, J. L. (2016). Improving teacher awareness and well-being through CARE: A qualitative analysis of the underlying mechanisms. Mindfulness, 7(1), 130-142.
go back to reference Schwarz, N. (1999). Self-reports: how the questions shape the answers. American Psychologist, 54(2), 93–105. CrossRef Schwarz, N. (1999). Self-reports: how the questions shape the answers. American Psychologist, 54(2), 93–105. CrossRef
go back to reference Shapiro, S. L., Carlson, L. E., Astin, J. A., & Freedman, B. (2006). Mechanisms of mindfulness. Journal of Clinical Psychology, 62(3), 373-386. Shapiro, S. L., Carlson, L. E., Astin, J. A., & Freedman, B. (2006). Mechanisms of mindfulness. Journal of Clinical Psychology, 62(3), 373-386.
go back to reference Singh, N. N., Lancioni, G. E., Winton, A. S. W., Karazsia, B. T., & Singh, J. (2013). Mindfulness training for teachers changes the behavior of their preschool students. Research in Human Development, 10(3), 211–233. CrossRef Singh, N. N., Lancioni, G. E., Winton, A. S. W., Karazsia, B. T., & Singh, J. (2013). Mindfulness training for teachers changes the behavior of their preschool students. Research in Human Development, 10(3), 211–233. CrossRef
go back to reference Smith, W., Guarino, A., Strom, P., & Adams, O. (2006). Effective teaching and learning environments and principal self-efficacy. Journal of Research for Educational Leaders, 3(2), 4–23. Smith, W., Guarino, A., Strom, P., & Adams, O. (2006). Effective teaching and learning environments and principal self-efficacy. Journal of Research for Educational Leaders, 3(2), 4–23.
go back to reference Tschannen-Moran, M., & Gareis, C. R. (2004). Principals’ sense of efficacy: assessing a promising construct. Journal of Educational Administration, 42(5), 573–585. CrossRef Tschannen-Moran, M., & Gareis, C. R. (2004). Principals’ sense of efficacy: assessing a promising construct. Journal of Educational Administration, 42(5), 573–585. CrossRef
go back to reference Wasylkiw, L., Holton, J., Azar, R., & Cook, W. (2015). The impact of mindfulness on leadership effectiveness in a health care setting: a pilot study. Journal of Health Organization and Management, 29(7), 893–911. CrossRefPubMed Wasylkiw, L., Holton, J., Azar, R., & Cook, W. (2015). The impact of mindfulness on leadership effectiveness in a health care setting: a pilot study. Journal of Health Organization and Management, 29(7), 893–911. CrossRefPubMed
go back to reference Wells, C. (2013). Principals responding to constant pressure. NASSP Bulletin, 97(4), 335–349. CrossRef Wells, C. (2013). Principals responding to constant pressure. NASSP Bulletin, 97(4), 335–349. CrossRef
go back to reference Wells, C. (2015). Conceptualizing mindful leadership in schools: how the practice of mindfulness informs the practice of leading. NCPEA Education Leadership Review of Doctoral Research, 2(1), 1–23. Wells, C. (2015). Conceptualizing mindful leadership in schools: how the practice of mindfulness informs the practice of leading. NCPEA Education Leadership Review of Doctoral Research, 2(1), 1–23.
go back to reference Whitaker, R. C., Becker, B. D., Herman, A. N., & Gooze, R. A. (2013). Peer Reviewed: The Physical and Mental Health of Head Start Staff: The Pennsylvania Head Start Staff Wellness Survey, 2012.  Preventing Chronic Disease, 10. Whitaker, R. C., Becker, B. D., Herman, A. N., & Gooze, R. A. (2013). Peer Reviewed: The Physical and Mental Health of Head Start Staff: The Pennsylvania Head Start Staff Wellness Survey, 2012.  Preventing Chronic Disease, 10.
go back to reference Żołnierczyk-Zreda, D., Sanderson, M., & Bedyńska, S. (2016). Mindfulness-based stress reduction for managers: a randomized controlled study. Occupational Medicine, 66(8), 630–635. CrossRef Żołnierczyk-Zreda, D., Sanderson, M., & Bedyńska, S. (2016). Mindfulness-based stress reduction for managers: a randomized controlled study. Occupational Medicine, 66(8), 630–635. CrossRef
Metagegevens
Titel
The Association Between Dispositional Mindfulness and Management Self-Efficacy Among Early Childhood Education Managers in Head Start
Auteurs
Brandon D. Becker
Robert C. Whitaker
Publicatiedatum
16-09-2017
Uitgeverij
Springer US
Gepubliceerd in
Mindfulness / Uitgave 2/2018
Print ISSN: 1868-8527
Elektronisch ISSN: 1868-8535
DOI
https://doi.org/10.1007/s12671-017-0806-y