A Qualitative Phenomenological Study Exploring Nature-Based Mindfulness Experiences Of Women Educators

Abstract

There is a need for global awareness of climate crises, and the United Nations world leaders call for global action to change our relationship with nature (Mirchandani, 2020). A way to cultivate a relationship is through nature-based mindfulness. The knowledge gap is limited understanding of the personal lived experiences of women leaders in education practicing nature-based mindfulness. The combination of the two activities is an emerging phenomenon growing in popularity. Some empirical studies measure nature-relatedness in youth and adults; fewer qualitative studies explore the lived experiences of nature-based mindfulness in leaders (Barrable, 2019; Nisbet et al., 2009; Nisbet et al. 2019; Nisbet et al., 2020; Nisbet & Zelenski, 2013; Shanahan et al., 2019). This hermeneutic phenomenological study aimed to unveil the everyday practices of nature-based mindfulness in women leaders and how it shapes their leadership style. The sample population was of women leaders in education with data collected through interviews. Data analysis was a hermeneutic circle approach and was conducted through the conceptual framework of ecofeminism to identify the experiences of women leaders. Education, leaders, and teachers play a significant role in helping bring awareness to changing the relationship with the earth, beginning with the individual themselves and their practice of nature-based mindfulness (Mirchandani, 2020). Thus, this study adds to the literature by understanding the lived experiences of women leaders in education who practice nature-based mindfulness and how it has influenced their leadership styles.