This article presents a mixed-method study utilizing teacher ratings of principal mindfulness from 149 public schools in Texas and follow-up qualitative data analysis through semi-structured interviews conducted with the top 10 percent of principals identified as mindful. This research is based on the theoretical framework of mindfulness as established by Langer, refined by Weick and Sutcliff and applied to school settings by Hoy. For the quantitative methodology, OLS regression analyses were employed to measure the relative effect of principal influence on student achievement. The results of these analyses indicate that principal mindfulness made a statistically significant independent contribution to the variance in student achievement. For the qualitative interview data, a grounded theory approach was used to develop a conceptual framework for how mindful principals do their work. Three themes emerged endemically from these interviews, the results of which are presented in a concept map at the end of this article.

A comparative, quantitative research design was utilized with a Pearson χ2 test statistic. Procedures for the study included gathering the gender of all public school principals in the state of Texas by utilizing a TEA data bank. The 2006 AEIS report generated information regarding campus size, campus level, and campus rating for every school in the state of Texas. Results indicated that a significant relationship exists between each of the variables tested. The prevalence of gender at particular school campuses has continued, as gender was found to be significantly related to campus size, campus rating, and campus level. Discussion presented is related to hiring practices and future research.

In spite of very little research on the subject, a growing concern exists among professionals that excessive time spent by students on computer gaming may have an undesirable effect in scholastic achievement. In this study, middle grade students self-reported their time spent on computer gaming for a one week time period. These self-reports were related with their GPAs at the end of the semester. Analysis of 114 students’ GPAs in English, Math, and Science indicated the presence of a statistically significant difference in English GPAs between students in the High Computer Gaming group from students in the Moderate and Low Computer Gaming groups. No differences were yielded for Math or Science GPAs. Implications are discussed.