Google Scholar Profile

ResearchGate Profile


Peer-Reviewed Journal Articles


Mahfouz, J., King*, K., & James*, L. (2021). Lessons from the storm: Emotions, meaning-making and leadership during transition. The Asia-Pacific Education Researcher.   

Örücü, D., Arar, K. & Mahfouz, J. (2021) Three contexts as the post-migration ecology for refugees: School principals’ challenges and strategies in Turkey, Lebanon, and Germany. Leadership and Policy in Schools, 20 (1), 41-56.

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. https://doi/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.

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.

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.

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.  https://10.1007/s12671-018-0944-x 


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

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. https://10.1353/csj.2018.0000

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. https://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. (2017). 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


Hayes, S.D. & Mahfouz, J. (2021). Conducting case study research internationally using technology resources. SAGE Research Methods Cases. Newbury Park, CA: SAGE publishing.

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 & Reports


Mahfouz, J., King, K., Kotok, S. (2021). Soul of Leadership Courage, Presence, and Integrity: An Evaluative report 2020- 2021.


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.

(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

Non-peer Reviewed Publications

(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

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