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Peer-Reviewed Journal Articles

  1. 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
  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
  3. Mahfouz, J., El-Mehtar, N., Osman, E., Kotok, S. (2020). Challenges and agency: Principals responding to the Syrian refugee crisis in Lebanese public schools. International Journal of Leadership in Education, 23(1), 24- 40. org/10.1080/13603124.2019.1613570
  4. Mahfouz, J. (2020). Principals and stress: Few coping strategies for abundant stressors. Educational Management Administration & Leadership, ,48(3),
  5. Karami, R., Mahfouz, J., & Mansour, S. (2019). Sustaining school-based improvement: Considering emotional responses to change. Journal of Educational Administration, 57(1), 50 – 67. 1108/JEA-01-2018-0022.
  6. 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
  7. Mahfouz, J., Sausner, E. B., & Kornhaber, M. L. (2018). S. international schools overseas and the common core. International Journal of Leadership in Education, 22 (4), 406 – 420.
  8. Mahfouz, J. (2018). Mindfulness training for school administrators: Effects on well-being and leadership. Journal of Educational Administration, 56 (6), 602-619.
  9. 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:1353/csj.2018.0000
  10. Broderick, P., Frank, J., Barrena, E., Schussler, D., Kohler, K., Mitra, J., Khan, L., Levitan, J., Mahfouz, J., Shields, L., Greenberg, M. (April 2018). 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
  11. Mahfouz, J., Barkauskas, N., Sausner, E., & Kornhaber, M. (2017). Leadership roles of administrators under the common core reform. Education and Urban Society, 50(9), 793 – 817. DOI: 10.1177/0013124517714309
  12. 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.
  13. 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. org/10.1007/s10833-017-9306-z
  14. 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.

Peer-Reviewed Journal Articles in Preparation

  1. Anthony-Stevens, V., Mahfouz, J., & Bisbee, Y. (submitted). Indigenous teacher education is tribal nation building: Stories of capacity building and capacity strengthening in Idaho. Journal of School Leadership.
  2. Katz, D., Mahfouz, J., & Romas, S. (submitted). Creating a foundation for teachers and better futures for students: The need for SEL curriculum in teacher education programs. Northwest Journal of Teacher Education.
  3. Arar, K., Örücü, D., & Mahfouz, J. (under review). A cross-cultural comparison of Syrian refugee education across Turkey, Lebanon, and Germany. Journal of Leadership and Policy in Schools.
  4. Mahfouz, J., Levitan, J., Schussler, D.L., Oh, Y., Frank, J., & Greenberg, M.T. (submitted). Mixed methods paradigms for research on mindfulness in schools. Journal of Mixed Methods Research.
  5. Mahfouz, J., Greenberg, M.T., Weissberg, R.P., Kim, C., & Turksma, C. (submitted). The prosocial school leader: Theory, research, and action. Teachers College Record.
  6. Richardson, J., & Mahfouz, J. (accepted). At the crossroads: Well-being and principalship preparation. Journal of Research on Leadership Education.
  7. Schussler, D., Oh, Y., Mahfouz, J., Levitan, J., Frank, J., Broderick, P., Mitra, J., Greenberg, M. (revise and resubmit). Learning to manage stress: Combining qualitative and quantitative data to understand adolescents’ experiences in a mindfulness-based intervention.
  8. 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. (revise and resubmit). The effectiveness of a teacher delivered mindfulness-based curriculum on adolescent social-emotional and executive functioning. Mindfulness.
  9. Mahfouz, J. (accepted). The Need to Draw Attention to Principals’ SEL—An Opinion Piece. Management in Education.
  10. Hayes, S. & Mahfouz, J. (under review). Educational Leadership and Mentoring: A Review of Perspectives, Evidence, and Literature 1999 – 2019. Research in Educational Administration and Leadership.

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

  1. Pollock, K., Wang, F., & Mahfouz, J. (Eds.) (2020). School administrators’ wellbeing and mindfulness [Special issue]. Journal of Educational Administration.

Peer-Reviewed Book Chapters

  1. Arar, K., Örücü, D., & Mahfouz, J. (submitted). 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.
  2. Mahfouz, J. & Schussler, D.L. (accepted). The indispensable principal. In Cherkowski, S., Kutsyuruba, B., & Walker, K. (Eds.), Positive Leadership for Flourishing Schools.
  3. Mahfouz, J. (2020). 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.
  4. Arar, K., Örücü, D., & Mahfouz, J. (2020). 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.
  5. 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

  1. 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.

Encyclopedia Entries

  1. 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.

Other Publications

(Conference Proceedings)

  1. 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)

  1. 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
  2. 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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