ABSTRACT
In this conceptual chapter, we discuss the ways in which school principals can address teachers’ experiences in order to advance the realization of their work values. We frame the leader-staff relationship using the psychological Acceptance and Commitment Therapy (ACT) approach. ACT is a recent mindfulness-based psychotherapy approach from the third wave of behavior therapy, with clear parallels to Buddhist concepts and practices. The overarching goal of ACT is to help subjects live a full and meaningful life. This goal is achieved by helping subjects to accept inevitable discomfort and pain, and to pursue committed action toward living a life that accords with their values. Given that school leadership is focused on attaining goals, and that feelings motivate action, we suggest that interventions based on ACT can promote more effective relationships between educational leaders and followers.
