Author ORCID Identifier
Date Available
5-1-2025
Year of Publication
2025
Document Type
Doctoral Dissertation
Degree Name
Doctor of Education (EdD)
College
Education
Department/School/Program
Educational Leadership Studies
Faculty
Dr. Beth Rous
Faculty
Dr. John Nash
Abstract
Women higher education administrators encounter distinct stressors which can significantly impact wellbeing and lead to burnout. These challenges include implicit bias, difficulty achieving work-life balance, and increasing institutional expectations. This study utilizes a Mixed Methods Action Research (MMAR) framework to assess stress levels, trait mindfulness, coping mechanisms, and the effectiveness of a structured mindfulness-based intervention. While the quantitative analysis revealed only a slight increase in trait mindfulness and no notable reduction in stress levels, the qualitative findings showcased meaningful personal benefits to the participants. They reported heightened awareness of stress triggers, improved emotion regulation, and an ability to apply the mindfulness techniques the learned in real-time. Despite barriers such as time constraints and workplace demands, many participants valued the supportive community fostered among peers in the study. This research contributes to the growing body of literature on mindfulness in leadership and underscores the importance of institutional support in fostering mindfulness-based stress reduction programs.
Digital Object Identifier (DOI)
https://doi.org/10.13023/etd.2025.106
Recommended Citation
Harper, Christine T., "NAVIGATING STRESS IN HIGHER EDUCATION LEADERSHIP: THE ROLE OF MINDFUL MEDITATION FOR WOMEN ADMINISTRATORS" (2025). Theses and Dissertations--Educational Leadership Studies. 62.
https://uknowledge.uky.edu/edl_etds/62
