Self/Inner Development of Educational Administrators

Abstract

This national study of 128 superintendents from urban, large-city schools and college of education deans investigates strategies for coping with stress through self/inner development. Participants defined self/inner development as: balance, self-actualization, values, personal improvement, inner focus, and relationships. Self/inner development terms used most frequently in the workplace were: values , ethics , heart , love , morals , spirit , and meaning of life . Practices most often used include: physical activities, reading, music, meditation, silence and solitude, and dream work. Participants also shared suggestions for how to find time for these practices. Self/inner development should be incorporated into university administrator preparation programs and in-service professional development using mentoring, modeling, and dialogue. Implications are important to addressing shortages, frequent turnover, and burnout of leaders.