Abstract

This study aimed to explore the components and indicators of mindful meditation in enhancing school administrators’ growth mindset. The researchers conceptualized the components and indicators of mindful meditation practice by examining associated documents and previous studies, then cross-examining with five experts to confirm them. Then, a survey was employed of 408 school administrators and teachers using a multi-stage sampling technique with the purpose of testing the goodness-of-fit of the identified components and indicators with the empirical data. The initial findings revealed that an entire of 34 indicators were recognized from five and six components of mindful meditation practice and growth mindset respectively. A mindful meditation model to enhance a growth mindset was complied with the empirical data, χ2 =425.465, df = 286, p-value = 0.0603, CFI = 0.991, TLI = 0.982, RMSEA = 0.035, and SRMR = 0.030. In conclusion, the results have successfully proposed a measurement model for being guidelines.