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Peer-Reviewed Journal Articles

Frank, J.L., Broderick, P.C., Oh, Y., Mitra, J., Kohler, K., Schussler, D.L., Geier, C., Roeser, R. W., Berrena, E., Mahfouz, J., Levitan, J., Greenberg, M.T. (2021). The effectiveness of a teacher delivered mindfulness-based curriculum on adolescent social-emotional and executive functioning. Mindfulness, 1-19.

Schussler, D., Oh, Y., Mahfouz, J., Levitan, J., Frank, J., Broderick, P., Mitra, J., & Greenberg, M. (2021). Learning to manage stress: Combining qualitative and quantitative data to understand adolescents’ experiences in a mindfulness-based intervention. Journal of Child and Family Studies, 30(2), 431-446.

Hayes, S. & Mahfouz, J. (2020). Principalship & mentoring: A review of perspectives, evidence, and literature 1999 – 2019. Research in Educational Administration and Leadership, 5(3), 722-751.

Katz, D., Mahfouz, J., & Romas, S. (2020). Creating a foundation for teachers and better futures for students: The need for SEL curriculum in teacher education programs. Northwest Journal of Teacher Education, 15(2).

Mahfouz, J. & Gordon, D.P.(2020). The case for focusing on school principals’ social-emotional competencies. Management in Education, 1-5.

Anthony-Stevens, V., Mahfouz, J., & Bisbee, Y. (2020). Indigenous teacher education is tribal nation building: Stories of capacity building and capacity strengthening in Idaho. Journal of School Leadership, 1-24. 1052684620951722

Mahfouz, J. & Richardson, J. (2020). At the crossroads: Well-being and principalship preparation. Journal of Research on Leadership Education.

Scheef, A., & Mahfouz, J. (2020). Supporting the post-school goals of youth with disabilities through use of a transition coordinator. Research in Educational Administration and Leadership,5(1), 43-69. DOI:10.30828/real/2020.1.2

Mahfouz, J., & Anthony-Stevens, V. (2020). Why trouble SEL? The need for cultural relevance in SEL. Bank Street Occasional Paper Series, 43, 1-14. Retrieved from

Mahfouz, J., El-Mehtar, N., Osman, E., Kotok, S. (2019). Challenges and agency: Principals responding to the Syrian refugee crisis in Lebanese public schools. International Journal of Leadership in Education, 23(1), 24- 40.

Mahfouz, J. (2020). Principals and stress: Few coping strategies for abundant stressors. Educational Management Administration & Leadership, EMAL.,48(3), 440-458.

Karami, R., Mahfouz, J., & Mansour, S. (2019). Sustaining school-based improvement: Considering emotional responses to change. Journal of Educational Administration, 57(1), 50 – 67. 10.1108/JEA-01-2018-0022.

Levitan, J., Mahfouz, J., & Schussler, D. (2018). Pragmatic identity analysis as a qualitative interview technique. Forum: Qualitative Social Research, 19(3), 1-22. DOI:10.17169/fqs-19.3.3032

Mahfouz, J., Sausner, E. B., & Kornhaber, M. L. (2019). U.S. international schools overseas and the common core. International Journal of Leadership in Education, 22 (4), 406 – 420.

Mahfouz, J. (2018). Mindfulness training for school administrators: Effects on well-being and leadership. Journal of Educational Administration, 56 (6), 602-619.

Mahfouz, J., Levitan, J., Schussler, D., Broderick, T., Dvorakova, K., Argusti, M., & Greenberg, M. (2018). Ensuring college student success through mindfulness-based classes: Just BREATHE. College Student Affairs Journal, 36 (1), 1-16. DOI:10.1353/csj.2018.0000

Broderick, P., Frank, J., Barrena, E., Schussler, D., Kohler, K., Mitra, J., Khan, L., Levitan, J., Mahfouz, J., Shields, L., Greenberg, M. (2019). Evaluating the quality of mindfulness instruction delivered in school settings: Development and validation of a teacher quality observational rating scale. Mindfulness, 10 (1), 36- 45. DOI: 10.1007/s12671-018-0944-x 

Mahfouz, J., Barkauskas, N., Sausner, E., & Kornhaber, M. (2018). Leadership roles of administrators under the common core reform. Education and Urban Society, 50(9), 793 – 817. DOI: 10.1177/0013124517714309 

Schussler, D.L., Frank, J., Lee, T.K., & Mahfouz, J. (2017). Using virtual role-play to enhance teacher candidates’ skills in responding to bullying. Journal of Technology and Teacher Education, 25(1), 91-120.

Kornhaber, M.L., Barkauskas, N., Griffith, K., Sausner, E., & Mahfouz, J. (2017). The common core’s promises and pitfalls per policy entrepreneurs and ground-level actors. Journal of Educational Change, 8(14), 385 – 412.

Smith, W. C., Fraser, P., Chykina, V., Ikoma, S., Levitan, J., Liu, J., & Mahfouz, J. (2016). Global citizenship and the importance of education in a globally integrated world. Globalisation, Societies and Education,15(5), 648 – 665.

Guest Co-Editor for Special Issues of Peer-Reviewed Journals

Pollock, K., Wang, F., & Mahfouz, J. (Guest Editorial) (2020). School administrators’ wellbeing and mindfulness [Special issue]. Journal of Educational Administration, 58(4), 389 – 399.   

Peer-Reviewed Book Chapters

Mahfouz, J. & Schussler, D.L. (2021). The indispensable principal. In Walker, K.D., Kutsyuruba, B., & Cherkowski, S. (Eds.), Positive Leadership for Flourishing Schools. Charlotte, NC: Information Age Publishing.

Örücü, D., Arar, K., & Mahfouz, J. (2021). A comparison of social justice leadership meaning and praxis: The interplay of unique social cultural contexts in Turkish, Palestinian, and Lebanese high needs schools. In Woods P.A. & Barnett, B. (Eds.), Educational Leadership for Social Justice and Improving High-Need schools: Findings from 10 Years of International Collaboration. Charlotte, NC: Information Age Publishing.

Mahfouz, J. (2021). Neoliberalism—the straw that broke the back of Lebanon’s education system. In Arar, K., Örücü, D., & Wilkinson, J. (Eds.), Neoliberalism and education systems in conflict: Exploring challenges across the globe. Abingdon, UK: Routledge.

Levitan, J., Schussler, D., Mahfouz, J., Frank, J., Kohler, K., Broderick, P.C., Mitra, J., Oh, Y., Berrena, E., & Greenberg, M, (2018). Evaluating student cognitive and social-emotional growth during a high school mindfulness course using mixed-method design. SAGE Research Methods Cases. Newbury Park, CA: SAGE publishing.10.4135/9781526446428

Policy Briefs

Mahfouz, J., Greenberg, M.T., & Rodriquez, A. (2019). Principal’s social and emotional competence: A key factor for creating schools. Edna Bennet Pierce Prevention Research Center, Pennsylvania State University.

Other Publications

(Conference Proceedings)

Schussler, D., Frank, J., Wright, M., Lee, T. & Mahfouz, J. (2017). Using virtual roleplay modules to develop teacher candidates’ competence in communicating about bullying. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2243-2251). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 11, 2018 from

(Professional Journals)

Greenberg, M.T., Mahfouz, J., Davis, M., & Turksma, C. (2019). Social emotional learning for principals: Strengthening leadership and wellbeing. (December 2019). Education Canada, 59(4), 18 – 21. Retrieved from

Farag, A., Becker, E., Orlowski, N., Cranston, L., & Mahfouz, J. (October 2019). How school leaders manage stress and stay focused. The Learning Professional. Oxford, OH: Learning Forward: The Professional Learning Association, 40 (5), 24 – 27. Retrieved from

Peer-Reviewed Journal Articles in Preparation

(in press)

Arar, K., Örücü, D., & Mahfouz, J. (accepted). A cross-cultural comparison of Syrian refugee education across Turkey, Lebanon, and Germany. Journal of Leadership and Policy in Schools.

Carpenter, B., Mahfouz, J., & Robinson, K., Eds. (expected publication date 2021). Supporting leaders for school improvement through self-care and wellbeing. Information Age Publishing.

Jennings, P.A. & Mahfouz, J. (in press). The role of leaders in promoting mindfulness in schools. In The Routledge Encyclopedia of Education. Abingdon, UK: Routledge Education.

Arar, K., Örücü, D., & Mahfouz, J. (accepted). Social in/justice and double marginality in educational leadership: Trajectories of three female school principals from the Middle East. In Showunmi, V., Moorosi, P., Shakeshaft, C., & Oplatka, I. (Eds.), The Handbook for Gender and Educational Leadership. London, UK: Bloomsbury.

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