ارائه چارچوب مفهومی ذهن آگاهی برای مدیران آموزشی مدارس با رویکرد فراترکیب

پژوهش حاضر با هدف ارائۀ چهارچوب مفهومی از ذهن‌آگاهی برای مدیران آموزشی مدارس انجام ‌شده است. روش این پژوهش، کیفی و از نوع فراترکیب بوده است. جامعۀ پژوهش، کلیۀ مقالات کیفی و آمیختۀ معتبر انجام‌شده به زبان فارسی و انگلیسی در حوزۀ ذهن‌آگاهی، بین سال‌های 2006-2023 بود. براین‌اساس، با مطالعۀ مقالات مرتبط با ذهن‌آگاهی که با روش مرور نظام‌مند انجام ‌شده بود، رجوع به سرعنوان‌های موضوعی پزشکی (مش)، اصطلاح‌نامه‌های ایرانداک و لغت‌نامه‌های تخصصی درزمینۀ موردمطالعه، کلیدواژه‌های فارسی و لاتین مرتبط ‌در عنوان، چکیده، واژگان کلیدی و متن مقالات‌ در پایگاه‌های دادۀ «اسکوپوس، ساینس‌دایرکت، گوگل‌اسکالر، اشپرینگر، سیج، تیلور اند فرانسیس، امرالد، نورمگز و مگیران» جست‌وجو شد که 3979 پژوهش درزمینۀ موردنظر بررسی و درنهایت، 32 مقاله به‌صورت هدفمند به‌عنوان نمونه انتخاب شد و از ابزار حیاتی casp، برای ارزشیابی و تایید کیفیت محتوای اسناد استفاده شد. داده‌های به‌دست‌آمده از تحلیل اسناد با استفاده از روش کدگذاری باز، محوری و انتخابی تجزیه‌وتحلیل شد که درمجموع، 221 کد، 30 مقوله و 5 مفهوم شناسایی شد. مهم‌ترین مفاهیم شناسایی‌شده شامل «آگاهی فراشناختی، تجارب فراشناختی، مهارت‌های فراشناختی، دانش فراشناختی و بهزیستی روان‌شناختی» است. نتایج این پژوهش می‌تواند به متولیان و پژوهشگران این حوزه کمک کند تا ابعاد و جنبه‌های مختلف ذهن‌آگاهی خاصه برای مدیران آموزشی مدارس را درک کنند و بستری برای پرورش و بهسازی آن‌ها و تجهیزشان به شایستگی‌های 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