Date of Award

Summer 8-25-2019

Document Type


Degree Name

PHD - Doctor of Philosophy


Educational Admin

First Advisor

Stephen Gould

Second Advisor

Ulas Kaplan

Third Advisor

Mitch Abblett


This qualitative study examined the perceptions of private special education school leaders regarding their role in promoting self-care and renewal. There is limited research on self-care and renewal in schools. Data were gathered through surveys and interviews that addressed three guiding research questions: (a) Do school leaders consider self-care and renewal practices to be important for themselves and their teachers? (b) What are the various ways school leaders report they promote self-care and renewal practices for themselves and their teachers? (c) What do school leaders believe to be the factors and conditions that inhibit and foster their efforts to implement self-care and renewal practices for themselves and their teachers? The data analysis process uncovered the following: (1) school leaders believe self-care and renewal practices are more important for their teachers than themselves, (2) importance of self-care and renewal practices that school leaders expressed does not correlate to the amount of time they spend promoting self-care and renewal practices for themselves or their teachers, (3) school leaders and their teachers would likely benefit from specific, tailored plans developed to address the area of self-care and renewal, (4) school leaders should share their self-care and renewal practices with their teachers, (5) school leaders should promote self-care and renewal practices in a routine way built into the school culture, (6) school leaders could benefit from practicing mindful leadership and reflective practices, (7) time constraints limit school leaders and teachers to promote self-care and renewal activities, (8) learning the importance of taking care of yourself comes with age. The implications of these findings, future research, and recommendations are outlined.

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Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.



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