https://doi.org/10.59654/r7v8qs32
Conscious educational leadership as a means of
human development in the resignification of ma-
nagerial theory and practice within BANI contexts
Gestión educativa consciente como vía para el desarrollo hu-
mano en la resignificación de la teoría y praxis gerencial
en entornos BANI
Abstract
The study examined the re-signification of managerial theory and practice in BANI environments through Transpersonal
Conscious Educational Administration (AETC). A qualitative approach, interpretative paradigm, and ethnographic design
with ethnographic systematization were adopted, involving one participant per hierarchical level: senior management,
leading management, and technical management. Data collection included participant observation, interviews, field
diaries, and systematization workshops, processed through coding and thematic categorization. Results showed that
conscious educational management strengthened ethical leadership, holistic human development, resilience, and co-
llaboration, integrating transpersonal competencies, neurointelligence, and mindfulness. Managerial praxis transformed
into transpersonal, adaptive, and ethical leadership capable of addressing fragility, anxiety, nonlinearity, and incompre-
hensibility characteristic of BANI environments. In conclusion, Fundaunamor functioned as a practical laboratory for
organizational transformation, validating an integrated, conscious, and humanistic educational and managerial model.
Keywords: Theory, Management, Management, Leadership, Integration.
Resumen
El estudio investigó la resignificación de la teoría y praxis gerencial en entornos BANI mediante la Administración Edu-
cativa Transpersonal Consciente (AETC). Se adoptó un enfoque cualitativo, paradigma interpretativo y diseño etnográfico
con sistematización etnográfica, incluyendo un participante por nivel jerárquico: alta gerencia, gerencia líder y gerencia
técnica. La recolección de datos integró observación participante, entrevistas, diarios de campo y talleres de sistema-
tización, procesados mediante codificación y categorización temática. Los resultados mostraron que la gestión educativa
consciente fortaleció liderazgo ético, desarrollo humano integral, resiliencia y colaboración, promoviendo la integración
de competencias transpersonales, neurointeligencia y atención plena. Se evidenció que la praxis gerencial se transformó
hacia un liderazgo transpersonal, adaptativo y ético, capaz de enfrentar fragilidad, ansiedad, no linealidad e incom-
prensibilidad propias de los entornos BANI. En conclusión, Fundaunamor funcionó como laboratorio práctico de trans-
formación organizacional, validando un modelo educativo y gerencial integral, consciente y humanista.
Palabras clave: Teoría, Administración, Gestión, Liderazgo, Integración.
How to cite this article (APA): Romero, L. B. L. (2026). Conscious educational leadership as a means of human
development in the resignification of managerial theory and practice within BANI contexts. Revista Digital de
Investigación y Postgrado, 7(13), 69-81. https://doi.org/10.59654/r7v8qs32
Beisy Lisbeth Romero Luzardo*
International University of Love Foundation, Maracay / Venezuela.
73
REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X
Introduction
In the contemporary organizational context, environments are characterized by fragility, anxiety, non-
linearity, and incomprehensibility, constituting the BANI paradigm (Cascio, 2018). This reality demands
that educational and organizational systems develop resilience, adaptability, and awareness in mana-
gerial action. Traditional models prove insufficient, making the reframing of management theory and
praxis highly relevant, steering towards human and sustainable values, as proposed by Transpersonal
Management (Romero & Piña, 2024).
Given all this, the research is conducted under a qualitative approach and an interpretative paradigm,
adopting an ethnographic design with ethnographic systematization (Hernández et al., 2014; Denzin
& Lincoln, 2017; Pereira, 2016). One representative from each hierarchical level participated: senior
management (diploma program coordinator), leading management (teacher), and technical mana-
gement (teaching assistant). Data collection integrates participant observation, interviews, field diaries,
and systematization workshops, processed through coding and thematic categorization, with ethno-
graphic triangulation to ensure interpretive validity (Spradley, 2016; Kvale, 2009; Miles, Huberman &
Saldaña, 2014; Creswell & Poth, 2018; Flick, 2015).
Certainly, the results show that conscious educational management strengthens ethical leadership,
comprehensive human development, resilience, and collaboration across all hierarchical levels. The
diploma coordinator integrates institutional objectives with ethical values, prioritizing well-being and
curriculum adaptability; the teacher applies humanized pedagogy and reflective decision-making;
and the teaching assistant implements mindfulness, self-management, and transpersonal practices in
technical processes. These actions reflect the reframing of managerial praxis towards conscious, ethical,
and adaptive leadership in the face of the fragility, anxiety, and non-linearity of the BANI environment
(Cascio, 2020; Cobo, 2023; Hernández et al., 2014).
Furthermore, Conscious Transpersonal Educational Management (CTEM) integrates purpose, self-ma-
nagement, inner connection, transpersonal neuro-intelligence, and empathetic leadership. The ap-
plication of the Stella Method of Organizational Freedom, communities of practice, methodological
tools, and educational neuroscience enables leaders to manage consciously, transforming uncertainty
into collaborative learning, innovation, and institutional resilience (Wilber, 1990; Romero, 2022; Romero
& Piña, 2024; Goleman, 2020; Senge, 2006).
Thus, the reframing of management theory and praxis in BANI environments promotes a compre-
hensive, humanistic, and adaptable educational and organizational model. Fundaunamor functions
as a practical laboratory for this transformation, demonstrating that integrating human values, ethical
awareness, mindfulness, and transpersonal competencies empowers the formation of leaders capable
of facing contemporary complexity, consolidating conscious, resilient, and purpose-oriented organi-
zations (Romero & Piña, 2024; Cascio, 2020).
Similarly, the epistemology underpinning the theoretical foundations is oriented towards Conscious
Educational Management in BANI environments characterized by fragility, anxiety, non-linearity, and
incomprehensibility (Fundaunamor, 2019). This approach drives the reframing of management theory
and praxis through transpersonal competencies and ethical leadership. In this framework, Cascio
Beisy Lisbeth Romero Luzardo
Instituto de Estudios Superiores de Investigación y Postgrado
74
REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X
Conscious educational leadership as a means of human development in the resignification of managerial
theory and practice within BANI contexts
(2018) highlights organizational adaptability, while Immordino & Damasio (2007) demonstrate the role
of reflective consciousness and emotions in decision-making and resilience, applying to the hierarchical
levels of Senior Management (Diploma Coordinator), Leading Management (Teacher), and Technical
Management (Teaching Assistant).
Furthermore, Conscious Educational Management emphasizes reflective leadership, ethical decision-
making, and mindfulness of educational processes, promoting resilient and sustainable environments
(Senge, 2006; Zohar & Marshall, 2000). This approach enhances pedagogical innovation, continuous
improvement, and the comprehensive development of students and teachers, contributing to the re-
framing of managerial praxis in complex contexts (Spreitzer & Cameron, 2012; Drago-Severson, 2012).
All of this, Organizational Human Development, strengthens individual and collective capacities, pro-
moting a healthy, collaborative, and learning-oriented work environment. Strategies such as assertive
communication, teamwork, and continuous training drive professional development and the impro-
vement of educational processes (García Bucheli et al., 2023; Rondón & Ammar, 2016).
Meanwhile, within BANI Environments in Educational Management, characterized by fragility, anxiety,
non-linearity, and incomprehensibility, educational institutions need to strengthen their resilience and
capacity for adaptive learning to manage change with strategic awareness (Cascio, 2020; Tshetshe,
2025). In this context, transformational leadership promotes innovation and institutional commitment,
facilitating the integration of personalized educational technologies that optimize pedagogical effec-
tiveness and community satisfaction (Pennel, 2023; Román et al., 2025).
Meanwhile, Conscious Transpersonal Educational Administration (CTEA) integrates transpersonal awa-
reness, organizational learning, and knowledge management, promoting comprehensive develop-
ment and optimizing educational processes. This approach reframes managerial praxis, strengthens
institutional resilience, and facilitates self-management and meaningful learning (Rodríguez & Gairín,
2015; Scharmer, 2009; Romero, 2024).
Therefore, Transpersonal Neuro-intelligence articulates neurocognitive processes and transpersonal
awareness, fostering resilience, conscious decision-making, and human development (Llinás, 2003;
Doria, 2021). Its application in educational management optimizes strategic planning, team coordi-
nation, and the comprehensive development of the institution's members.
However, Organizational Behavior studies actions, attitudes, and relationships within the institution,
considering individual, group, and organizational factors (Robbins & Judge, 2018; Lussier & Achua,
2022). This understanding allows for the design of strategies that foster cooperation, innovation, and
resilience, strengthening cohesion and well-being in the educational community (Bolman & Deal, 2017).
In this way, Organizational Learning enables the acquisition, sharing, and application of knowledge to im-
prove educational and administrative processes (Argote & Miron-Spektor, 2011; Crossan, Lane & White,
1999). It promotes collaboration, critical reflection, and the collective creation of knowledge, consolidating
institutional resilience and the professional development of teachers and administrators (Edmondson, 2012).
Likewise, the Educational Management Toolkit integrates strategies and resources to implement ma-
nagement practices and promote comprehensive development, including strategic planning, reflective
75
Beisy Lisbeth Romero Luzardo
Instituto de Estudios Superiores de Investigación y Postgrado
76
leadership, conflict resolution, and transversal and transpersonal competencies (Bolívar, 2016; Mar-
quardt, 2011). Its application strengthens resilience, self-management, and the reframing of managerial
praxis (Senge, 2006; Heifetz et al., 2009).
On the other hand, the Stella Method of Organizational Freedom is articulated in six phases: Inner Si-
lence, Transcendence, Vibrational Elevation, Liberation, Light of the Soul, and Conscious Action, fos-
tering self-observation, emotional regulation, and ethical coherence (Echeverría, 1994; Freire, 2004).
Its implementation strengthens resilient, collaborative educational environments centered on the com-
prehensive development of institutional actors.
Methodology
It is worth emphasizing that the research was conducted under a qualitative approach and an inter-
pretative paradigm, aimed at understanding the meanings organizational actors attribute to conscious
educational management (Hernández et al., 2014; Denzin & Lincoln, 2017). An ethnographic design
with ethnographic systematization was adopted (Pereira, 2016), with one representative participating
from each hierarchical level: Senior Management (Diploma Coordinator), Leading Management (Tea-
cher), and Technical Management (Teaching Assistant). Data were obtained through participant ob-
servation, in-depth interviews, field diaries, and systematization workshops, processed through coding
and thematic categorization (Spradley, 2016; Kvale, 2009; Miles et al., 2014; Creswell & Poth, 2018). Fi-
nally, ethnographic triangulation among the three hierarchical levels consolidated interpretive validity
and allowed for the emergence of a substantive theory that reframed managerial praxis based on
the participants' experiences (Denzin, 2009; Flick, 2015).
Results
Analysis of Findings: Ethnographic Record 1. Senior Management
Category: Conscious educational management. The diploma coordinator revealed that they alig-
ned institutional objectives with ethical values and the comprehensive development of the student
(Ethnographic Record 1, Fundaunamor, 2025, p. 1). This practice responded to the fragility and anxiety
inherent in the BANI environment, where uncertainty demanded curriculum adaptability and emotional
attention. In this sense, the reframing of management theory and praxis was evident in the shift from
a technical-administrative function towards ethical and humanistic action, consistent with the tenets
of Cascio (2020), Hernández et al. (2014), and Denzin & Lincoln (2017), who affirm that the interpretive
understanding of experiences allows for transforming educational management modes.
Category: Organizational human development. The diploma coordinator implemented scholarship
programs, mindfulness, and job rotation, prioritizing well-being and comprehensive learning (Ethno-
graphic Record 1, Fundaunamor, 2025, p. 1). This action facilitated the reframing of management
theory and praxis towards conscious, empathetic, and resilient leadership, capable of confronting the
anxiety and non-linearity of the BANI environment, integrating the human dimension as the axis of
institutional effectiveness (Cascio, 2020; Chiavenato, 2017; Robbins & Judge, 2017).
Category: BANI environments in educational management. The diploma coordinator observed
that technological pressure and environmental complexity generated anxiety and non-linear situations,
REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X
Conscious educational leadership as a means of human development in the resignification of managerial
theory and practice within BANI contexts
requiring collaborative and strategic responses from the coordinator (Ethnographic Record 1, Fun-
daunamor, 2025, p. 1). In this context, the reframing of management theory and praxis gave rise to
resilient and inclusive leadership, capable of handling the fragility and uncertainty inherent in the BANI
environment (Cascio, 2020; Cobo, 2023).
Category: Conscious Transpersonal Educational Administration (CTEA). The diploma coordinator
indicated that the director prioritized inner connection through meditation and clarity of purpose
(Ethnographic Record 1, Fundaunamor, 2025, p. 2). This practice allowed for the reframing of mana-
gement theory and praxis, promoting compassionate and facilitative leadership capable of confronting
the anxiety and non-linearity of the BANI environment, maintaining stability and institutional coherence
(Cascio, 2020; Wilber, 1990; Romero & Piña, 2024).
Category: Transpersonal neuro-intelligence. The diploma coordinator indicated that the director
practiced conscious breathing and metacognition before evaluating or making decisions (Ethnographic
Record 1, Fundaunamor, 2025, p. 3). This practice allowed for the reframing of management theory
and praxis, promoting leadership capable of managing the fragility, anxiety, and non-linearity of the
BANI environment, maintaining serenity and ethical focus (Cascio, 2020; Goleman, 2020; Siegel, 2020).
Category: Organizational behavior. The diploma coordinator indicated that relationships among
members were horizontal and based on mutual trust, with frequent and direct communication (Eth-
nographic Record 1, Fundaunamor, 2025, p. 3). This approach allowed for the reframing of manage-
ment theory and praxis, promoting distributed leadership capable of confronting the uncertainty and
anxiety inherent in the BANI environment, strengthening cohesion and institutional effectiveness (Cas-
cio, 2020; Robbins & Judge, 2018; Mintzberg, 2017).
Category: Organizational learning. The diploma coordinator indicated that communities of practice
among instructors were encouraged, documenting experiences and lessons learned (Ethnographic
Record 1, Fundaunamor, 2025, p. 4). This practice allowed for the reframing of management theory
and praxis, promoting leadership capable of confronting the anxiety and non-linearity of the BANI
environment, sustaining institutional innovation and resilience through collective learning (Cascio,
2020; Nonaka & Takeuchi, 2019; Senge, 2006).
Category: Educational management toolkit. The diploma coordinator evidenced the application
of active methodologies such as Design Thinking and ethical matrices, integrated into technological
platforms (Ethnographic Record 1, Fundaunamor, 2025, p. 4). This practice allowed for the reframing
of management theory and praxis, promoting leadership capable of confronting the fragility and non-
linearity of the BANI environment, strengthening institutional adaptability and strategic thinking (Cas-
cio, 2020; Drucker, 2014; Romero, 2022).
Category: Stella method of organizational freedom. The diploma coordinator implemented the
phases of Inner Silence and Liberation, applying reflection practices and relinquishing control over
instructors. These actions promoted resilience, self-management, and ethical coherence, while pro-
gressively integrating the phases of Transcendence, Vibrational Elevation, Light of the Soul, and Cons-
cious Action (Ethnographic Record 1, Fundaunamor, 2025, p. 5). This allowed for the reframing of
management theory and praxis, developing leadership capable of confronting the fragility, anxiety,
77
and non-linearity inherent in the BANI environment, strengthening inner freedom, conscious deci-
sion-making, and institutional ethical coherence (Cascio, 2020; Pereira, 2016; Wilber, 1990).
Analysis of findings: Ethnographic record 2. Leading management (Teacher, Fundaunamor)
Category: Conscious educational management. The teacher guided their leadership through hu-
manized pedagogical practice, incorporating mindfulness and ethics into their decisions (Ethnographic
Record 2, Fundaunamor, 2025, p. 1). This orientation allowed for the reframing of management theory
and praxis, promoting leadership capable of confronting the fragility and anxiety of the BANI envi-
ronment, strengthening conscious pedagogical reflection and sensitivity to institutional change (Cascio,
2020; Hernández et al., 2014; Denzin & Lincoln, 2017; Spradley, 2016).
Category: Organizational human development. The teacher strengthened self-knowledge through
training processes and collaborative dialogues, promoting well-being and empathy as axes of mana-
gerial action (Ethnographic Record 2, Fundaunamor, 2025, p. 1). This practice allowed for the reframing
of management theory and praxis, transforming their leadership into a conscious and adaptive model,
capable of handling the anxiety and non-linearity of the BANI environment, consolidating resilience
and institutional coherence (Cascio, 2020; Chiavenato, 2017; Robbins & Judge, 2018; Miles et al., 2014).
Category: BANI environments in educational management. The teacher confronted environ-
mental fragility through flexibility, resilience, and collaboration, essential attributes in conscious edu-
cational management (Ethnographic Record 2, Fundaunamor, 2025, p. 2). Fragility and anxiety
promoted emotional self-regulation and conscious educational innovation. Managerial praxis trans-
formed towards reflective, cooperative, and adaptive leadership, capable of responding to the com-
plexity and volatility of the BANI environment (Cobo, 2023; Cascio, 2020; Hernández et al., 2014).
Category: Conscious Transpersonal Educational Administration (CTEA). The teacher reflected
and applied CTEA by integrating being, feeling, and doing, consolidating compassionate decisions
and emotional self-management (Ethnographic Record 2, Fundaunamor, 2025, p. 2). This practice
allowed for the reframing of management theory and praxis, developing transpersonal and conscious
leadership capable of managing the anxiety and uncertainty inherent in the BANI environment,
strengthening collective well-being (Cascio, 2020; Wilber, 1990; Torralba, 2010; Romero & Piña, 2024).
Category: Transpersonal neuro-intelligence. The teacher managed their emotions through mindfulness,
maintaining serenity and balance in the face of educational challenges (Ethnographic Record 2, Fundau-
namor, 2025, p. 3). This practice allowed for the reframing of management theory and praxis, developing
emotionally intelligent leadership capable of confronting the fragility, anxiety, non-linearity, and incompre-
hensibility of the BANI environment (Cascio, 2020; Goleman, 2020; Pascual-Leone, 2001; Siegel, 2020).
Category: Organizational behavior. The teacher promoted empathetic communication and hori-
zontal cooperation, strengthening team trust and cohesion (Ethnographic Record 2, Fundaunamor,
2025, p. 4). The incomprehensibility of the environment was mitigated by horizontal and participatory
relationships. The reframing of management theory and praxis was reformulated towards shared, re-
lational, and distributed leadership, focused on collaboration and transparency (Cascio, 2020; Mintz-
berg, 2017; Salas, Rico, & Passmore, 2017; Robbins & Judge, 2018).
Beisy Lisbeth Romero Luzardo
Instituto de Estudios Superiores de Investigación y Postgrado
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Conscious educational leadership as a means of human development in the resignification of managerial
theory and practice within BANI contexts
Category: Organizational learning. The teacher fostered communities of practice and co-learning,
ensuring the sustainability of knowledge in contexts of non-linearity within the BANI environment (Eth-
nographic Record 2, Fundaunamor, 2025, p. 4). The reframing of management theory and praxis,
through the collaborative construction of knowledge and institutional resilience, evidenced an orga-
nization that learns continuously (Cascio, 2020; Senge, 2006; Nonaka & Takeuchi, 2019; Argyris, 1999).
Category: Educational management toolkit. The teacher used reflective methodologies and self-
knowledge tools to make ethical and conscious decisions (Ethnographic Record 2, Fundaunamor,
2025, p. 5). This practice allowed for the reframing of management theory and praxis, developing
leadership capable of confronting the fragility, anxiety, non-linearity, and incomprehensibility of the
BANI environment, centered on human development and continuous improvement (Cascio, 2020;
Drucker, 2014; Porter, 2008; Romero, 2022).
Category: Stella method of organizational freedom. The teacher affirmed that applying the Stella
Method favored self-discovery and ethical coherence in leadership. The integration of the phases of
Inner Silence, Transcendence, Vibrational Elevation, Liberation, Light of the Soul, and Conscious Action
(Ethnographic Record 2, Fundaunamor, 2025, p. 5) allowed for the reframing of management theory
and praxis, developing leadership capable of confronting the fragility, anxiety, non-linearity, and in-
comprehensibility of the BANI environment, consolidating organizational freedom and collective pur-
pose (Cascio, 2020; Pereira, 2016; Romero & Piña, 2024; Wilber, 1990).
Analysis of findings: Ethnographic record 3. Technical management (Teaching assis-
tant, Fundaunamor)
Category: Conscious educational management. The teaching assistant integrated mindfulness
and ethics into technical and pedagogical decisions, prioritizing coherence and cultural relevance
(Ethnographic Record 3, Fundaunamor, 2025, p. 1). The fragility and anxiety of the BANI environment
demanded adaptive planning and stress management. The reframing of management theory and
praxis merged efficiency with humanization, conscious reflection, and ethics, strengthening responsible
decision-making in complex environments (Cascio, 2020; Hernández et al., 2014; Spradley, 2016; Den-
zin & Lincoln, 2017).
Category: Organizational human development. The teaching assistant implemented individual
development plans, mentorship, and transpersonal coaching, promoting the emotional well-being of
the technical team (Ethnographic Record 3, 2025, p. 2). The anxiety and incomprehensibility of the
BANI environment required collective well-being and self-management as an adaptive strategy. The
reframing of management theory and praxis prioritized emotional awareness, self-management, and
collaboration as pillars of organizational effectiveness (Cascio, 2020; Chiavenato, 2017; Robbins &
Judge, 2018; Miles et al., 2014).
Category: BANI environments in educational management. The teaching assistant adapted edu-
cational and administrative processes in the face of abrupt changes and unexpected demands (Eth-
nographic Record 3, 2025, p. 3). The fragility and incomprehensibility of the technical BANI
environment demanded rapid adaptation and innovation. The reframing of theory and praxis conso-
lidated reflective and resilient technical leadership, capable of managing volatility, anxiety, and con-
79
textual complexity (Cobo, 2023; Cascio, 2020; Hernández et al., 2014).
Category: Conscious Transpersonal Educational Administration (CTEA). The teaching assistant
integrated institutional purpose, self-management, and compassionate decisions, connecting outco-
mes with human impact (Ethnographic Record 3, 2025, p. 4). Inner connection functioned as an emo-
tional anchor against the fragility, anxiety, non-linearity, and incomprehensibility of the BANI
environment. Thus, the reframing of management theory and praxis consolidated transpersonal, et-
hical, and purpose-oriented leadership, fostering autonomy and collective commitment (Cascio, 2020;
Wilber, 1990; Torralba, 2010; Romero & Piña, 2024).
Category: Transpersonal neuro-intelligence. The teaching assistant applied mindfulness and emo-
tional self-regulation to manage conflicts and projects (Ethnographic Record 3, 2025, p. 5). The emo-
tional fragility of the technical BANI environment required the integration of cognitive and emotional
processes. The reframing of management theory and praxis united neuroscience, ethical awareness,
and empathetic leadership, optimizing the management of pressure and uncertainty (Cascio, 2020;
Goleman, 2020; Pascual-Leone, 2001; Siegel, 2020).
Category: Organizational behavior. The teaching assistant fostered horizontal cooperation, trans-
parent communication, and role clarity (Ethnographic Record 3, 2025, p. 6). The anxiety and incom-
prehensibility of the technical BANI environment demanded collaborative relationships. The reframing
of management theory and praxis, through shared, relational leadership that distributed responsibi-
lities, consolidated team trust and cohesion (Cascio, 2020; Mintzberg, 2017; Salas, Rico, & Passmore,
2017; Robbins & Judge, 2018).
Category: Organizational Learning. The teaching assistant promoted communities of practice
(CoPs), post-mortem reviews, and knowledge transfer (Ethnographic Record 3, 2025, p. 7). The non-
linearity of the BANI environment demanded continuous and shared learning. The reframing of ma-
nagement theory and praxis institutionalized collaborative, reflective, and sustained learning,
strengthening technical resilience and adaptability (Cascio, 2020; Senge, 2006; Nonaka & Takeuchi,
2019; Argyris, 1999).
Category: Educational management toolkit. The teaching assistant applied decision matrices, em-
pathy maps, and conscious reflection protocols (Ethnographic Record 3, 2025, p. 8). The non-linearity
of the BANI context promoted the adoption of reflective and innovative tools. The reframing of ma-
nagement theory and praxis integrated methodological tools with a transpersonal focus, strengthening
ethical and strategic decision-making (Cascio, 2020; Drucker, 2014; Porter, 2008; Romero, 2022).
Category: Stella method of organizational freedom. The evidence showed that the teaching as-
sistant applied the Stella Method by progressively integrating its six phases: Inner Silence, Transcen-
dence, Vibrational Elevation, Liberation, Light of the Soul, and Conscious Action (Ethnographic Record
3, Fundaunamor, 2025, p. 9). These practices promoted resilience, self-management, ethical coherence,
and a culture of trust. The reframing of technical management theory and praxis consolidated cons-
cious, autonomous leadership oriented toward the collective purpose (Cascio, 2020; Pereira, 2016;
Romero & Piña, 2024; Wilber, 1990).
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Conscious educational leadership as a means of human development in the resignification of managerial
theory and practice within BANI contexts
Discussion
Analysis, Discussion, and contrast of results: reframing of management theory and
praxis in bani environments
Conscious educational management: Ethics, mindfulness, and innovation. The three management
levels evidenced the reframing of management theory and praxis centered on ethics and mindfulness,
responding to the fragility and complexity of the BANI environment. The coordinator aligned objectives
with institutional values, the teacher promoted humanized decisions, and the teaching assistant applied
mindfulness in technical processes. These findings reflected the reframing of managerial praxis, replacing
reactive models with reflective awareness (Cascio, 2020; Hernández et al., 2014; Denzin & Lincoln, 2017).
Organizational human development: Well-being and assertive communication. Management
at Fundaunamor reflected the capacity to respond to pressure, resilience through cooperation, and
the application of methodological innovation in the face of complexity and uncertainty. This evidenced
that the reframing of management theory and praxis allowed for transforming uncertainty into op-
portunity, consolidating adaptive and emotionally intelligent leadership (Cascio, 2020; Cobo, 2023).
BANI environments: Resilience and adaptability. The coordinator integrated contemplative prac-
tices, the teacher harmonized being, feeling, and doing, and the teaching assistant applied transper-
sonal awareness in ethical decisions. This integration configured the reframing of management theory
and praxis towards transpersonal leadership, strengthening inner coherence and self-management
in the face of BANI environments (Cascio, 2020; Wilber, 1990; Torralba, 2010; Romero & Piña, 2024).
Conscious Transpersonal Educational Administration (CTEA): Purpose, Self-Management, and
Inner Connection. The coordinator integrated contemplative practices, the teacher harmonized
being, feeling, and doing, and the teaching assistant applied transpersonal awareness in ethical de-
cisions. This integration configured the reframing of management theory and praxis towards trans-
personal leadership, strengthening inner coherence and self-management in the face of BANI
environments (Cascio, 2020; Wilber, 1990; Torralba, 2010; Romero & Piña, 2024).
Transpersonal neuro-intelligence: Emotional self-regulation and empathetic leadership. The
management levels applied conscious breathing, mindfulness, and emotional management to main-
tain balance in the face of anxiety and non-linearity. This finding confirmed that the reframing of ma-
nagement theory and praxis integrates neuroscience and ethical awareness, strengthening empathy
and strategic decision-making (Cascio, 2020; Goleman, 2020; Pascual-Leone, 2001; Siegel, 2020).
Organizational behavior: Horizontal relationships and cohesion. It was evidenced that horizontal
relationships and empathetic communication mitigated the incomprehensibility and fragility of the
BANI environment. The reframing of management theory and praxis towards collaborative and dis-
tributed leadership strengthened group trust and institutional cooperation (Cascio, 2020; Mintzberg,
2017; Robbins & Judge, 2018; Salas, Rico, & Passmore, 2017).
Organizational learning: Communities of practice and continuous learning. The three manage-
ment levels promoted CoPs and co-learning spaces that sustained institutional resilience in the face of
non-linearity and complexity. This defined the reframing of management theory and praxis as a cons-
81
cious and collaborative learning process, aligning educational management with innovation and adap-
tation to the BANI environment (Cascio, 2020; Senge, 2006; Nonaka & Takeuchi, 2019; Argyris, 1999).
Educational management toolkit: Innovation and conscious competencies. The use of active metho-
dologies, ethical matrices, and self-knowledge protocols allowed for facing BANI volatility and anxiety with
ethical creativity. This reflected the reframing of management theory and praxis, incorporating innovation, a
transpersonal focus, and continuous improvement (Cascio, 2020; Drucker, 2014; Porter, 2008; Romero, 2022).
Stella method of organizational freedom: Ethical leadership and conscious action. Finally, the in-
tegration of Inner Silence, Transcendence, Vibrational Elevation, Liberation, Light of the Soul, and Conscious
Action allowed for managing BANI fragility, complexity, and uncertainty. The reframing of management
theory and praxis consolidated ethical, autonomous, and purpose-oriented leadership, harmonizing the
individual and the institutional (Cascio, 2020; Pereira, 2016; Wilber, 2005; Romero & Piña, 2024).
Consequently, based on the ethnographic systematization across the three levels at Fundaunamor, the
Substantive Theory of Conscious Transpersonal Educational Administration (CTEA) was developed. This
evidenced that leaders integrated purpose, self-management, inner connection, transpersonal neuro-
intelligence, and ethical and empathetic leadership. Furthermore, these practices, along with mindfulness,
horizontal cooperation, organizational learning, and the Stella Method of Organizational Freedom, trans-
formed management into a conscious, humanized, and adaptive model in the face of the fragile, anxious,
non-linear, and incomprehensible nature of BANI environments (Ethnographic Records 1, 2, and 3, 2025;
Cascio, 2020; Wilber, 1990; Romero, 2022; Romero & Piña, 2024; Goleman, 2020; Senge, 2006).
Conclusions
In summary, the application of Conscious Transpersonal Educational Administration (CTEA) enabled
the reframing of management theory and praxis at Fundaunamor, promoting ethical leadership, mind-
fulness, and resilience in BANI environments. This transformation was sustained by strategies oriented
towards integral human development, empathetic communication, and institutional collaboration. Li-
kewise, the integration of the Stella Method of Organizational Freedom strengthened ethical cohe-
rence, self-management, and conscious adaptability. Collectively, the findings reveal a more human,
conscious, and sustainable management approach, whose contributions are transferable to other or-
ganizational contexts and constitute a basis for future research in complex and changing scenarios.
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Notes on the contributor
* Beisy Lisbeth Romero Luzardo holds a Doctorate in Management Sciences from the Universidad Latinoamericana y del
Caribe. She earned a Ph.D. in the Reframing of Management Theory and Praxis from the Universidad Yacambú. She is
an Organizational Ontological Coach certified by the Instituto de Coaching Internacional. She serves as the Head of
Administration Coordinator at the International University of Love Foundation. E-mail: beisyr1310@gmail.com
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