Title The Changes of the School Administrations and Teachers’ Metacognitive Skills and Mindfulness through Empathy Training
Authors Gamze SART
Abstract This study is conduced to increase mindfulness and metacognition of the school administrators and teachers through the Empathy Project for a sustainable school culture and ecosystem. The research was done with 6 school administrators and 38 teachers of the three high schools in Istanbul, during the spring semester of 2015. The participants had actively participated in 24 hours empathy training based on mindfulness and metacognition for three weeks. After the training, the 5 open-ended questions were asked to the participants related to their thoughts, emotions, gains, gains that they could use, and their suggestions. Then, the data were analyzed through NVivo. Most commonly used themes and sub-themes had been chosen. The data showed how the importance of cooperation between the students and teachers could improve the mindfulness and metacognition for the good school culture and ecosystem. The mindfulness and metacognitive empathy training could be very effective and efficient on changing the achievement and happiness attitudes and habits. By improving mindfulness and metacognitive skills, the conflict resolution, problem solving, communication, and empathy could be developed among the school administration as well among the teachers and the students. Additionally, the development of creative thinking skills could be possible. They could cope with prejudices. In this way, achievement habits happiness could be developed in the sustainable school culture and ecosystems.
Keywords School Management, Teachers’ Training, Mindfulness, Metacognition, Empathy Training, Empathy, Empathy Project, School Culture, School Ecosystem
Journal IJSES - International Journal Of Social And Economic Sciences
Issue Issue 1
Page 007-016
Year 2016
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