Utilizing Positive Psychology to Enhance Job Performance and Satisfaction for School Administrators
Dr. David E. Bartz, Professor Emeritus

Abstract
The positive psychology components of mindfulness/mindset, grit, optimism, happiness, and positive emotions and satisfaction from others are excellent criteria for school administrators to use for reflecting on their job performance and satisfaction. Mindfulness is being acutely aware of what is happening “in the moment,” regarding the thoughts and actions of self and others. The Arbinger Institute defines mindset as how a school administrator views self, staff, and other stakeholders. An inward mindset represents being self-centered and paying little attention to the wants and needs of others. The outward mindset represents a school administrator viewing the work done by others as important to everyone and believes that all school personnel are “in this together” for establishing and achieving goals to benefit students. Grit is having the passion to establish and achieve a major goal beneficial to ultimately improving student learning. Perseverance, through unwavering commitment and drive, is needed to accomplish the goal. Effort is required by the school administrator to maintain perseverance and develop the knowledge and skills needed to achieve the goal. Optimism represents viewing an adverse event as only a temporary setback that prompts a school administrator to be motivated to try harder to overcome the obstacles causing the situation, while remaining positive about self and work in general. Happiness on the job for school administrators is focusing on positive emotions, engaging in challenging activities, building positive relationships with others, strongly believing in the meaning and importance of their work, and having a sense of pride and accomplishment in what they do. Lastly, positive emotions and satisfaction flowing from interactions with others in the work environment enhances the job satisfaction of school administrators.

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