Educational leader wellbeing: A systematic review

Doyle, Sebrina L.

doi:10.1016/j.edurev.2022.100487

Cited by 15 publications

(12 citation statements)

References 53 publications

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“…Therefore, it is crucial for school psychologists to recognize the needs of school leaders as one of the groups within the education community who require professional support and assistance. For example, school psychologists can suggest or facilitate individual-level support for stressor and stress management during their consultation with school leaders in support of flourishing in school leadership via the use of professional development programs, such as mindfulness-focused programs, as well as collegial and staff support (Fosco, 2022). It is also important to incorporate professional support for school leaders into systematic implementation of adult social and emotional learning (SEL; Yang & Dong, 2023).…”

Section: Discussionmentioning

confidence: 99%

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Professional support, efficacy beliefs, and compassion fatigue in principals during the COVID-19 pandemic.

2023

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Guided by the social cognitive theory and job demands-resources model, we used multiple regression analyses to examine the concurrent and interactive influences of professional support and efficacy beliefs on compassion fatigue during COVID-19 among 231 school principals in California. Controlling for principals' individual-and school-level demographic factors, professional support and their district collective efficacy (but not self-efficacy) were significantly and negatively associated with compassion fatigue. The negative association between professional support and compassion fatigue was moderated by both collective and self-efficacy. Professional support had a significantly negative association with compassion fatigue only among principals with both lower collective and self-efficacy beliefs. In addition, female principals reported significantly higher compassion fatigue than their male counterparts. Principals who oversee schools with larger student populations (i.e., 500-1,000 students) reported significantly less compassion fatigue than those who lead smaller schools (i.e., less than 200 students). Findings highlighted the importance of promoting principals' efficacy beliefs and increasing professional support to address their compassion fatigue. Findings also indicated that professional support and efficacy beliefs interact with each other in a compensatory way to influence the principal's compassion fatigue concurrently. Practical implications for school psychologists' capacity to support school leaders' compassion fatigue are discussed. Impact and ImplicationsThis is one of the first empirical studies examining the concurrent and interactive influences of efficacy beliefs and professional support on principals' compassion fatigue during the COVID-19 pandemic. Findings highlighted the importance of promoting principals' sense of self-and collective efficacy and increasing professional support to address their compassion fatigue. Findings also indicated that professional support and efficacy beliefs interact with each other in a compensatory way to influence the principal's compassion fatigue concurrently.

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Section: Discussionmentioning

confidence: 99%

“…Emerging studies have focused on understanding individual and contextual factors contributing to educators’ compassion fatigue (Fosco, 2022; Ormiston et al, 2022). It was important to pay attention to school leaders’ compassion fatigue during the unprecedented prolonged COVID-19 pandemic.…”

Section: Compassion Fatigue Among School Principalsmentioning

confidence: 99%

Professional support, efficacy beliefs, and compassion fatigue in principals during the COVID-19 pandemic.

2023

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“…Unlike other types of well-being, teachers' and principals' emotional well-being and its significance are less understood (Chen, 2021a, b; Chen et al. , 2020; Fosco, 2022; Talbot and Mercer, 2018). Kahneman and Deaton (2010) portray emotional well-being as one of two distinct concepts within subjective well-being, the one which signifies the quality of an individual's emotions and experiences.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…The research which has been conducted on the subject of school principals' emotional well-being could be considered as sparse (Fosco, 2022). For middle leaders, conducted research on them has been to an even lesser extent.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Emotional well-being and performance of middle leaders: the role of organisational trust in early childhood education

Dong-qing

Chen

2023

JEA

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PurposeThe current study investigated the impact of organisational trust on emotional well-being and performance of middle leaders during the coronavirus disease 2019 (COVID-19) pandemic.Design/methodology/approachA convenience sample of 265 middle leaders in kindergartens in China responded involving trust in schools (e.g. trust in principal and trust in colleagues), emotional well-being and job performance. Both confirmatory factor analysis and structural equation modelling (SEM) were used in the investigation.FindingsThree hypotheses on the relationships between the three constructs were verified. Trust in schools significantly influenced emotional well-being and job performance of middle leaders which correlated with each other. The interactive effects of trust in principal and trust in colleagues were discussed for improving the well-being and job performance of middle leaders. Relationships between the two kinds of trust and pride were also identified in the research.Research limitations/implicationsFurther studies may put efforts towards improving these three outcomes synchronously.Practical implicationsBased on the evidence of the current study, future research may focus on how middle leaders act as a bridging role between different stakeholders such as principal and teachers, principal and parents, teachers and children, meanwhile how to boost the leaders' own well-being and performance in the early childhood education (ECE).Originality/valueThis study established the empirical linkages between school trusts, emotional well-being and job performance.

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“…Interestingly, studies have also demonstrated high rates of overall job satisfaction and work enjoyment among school principals compared to the general population (Chung, 2019;Doyle Fosco, 2022;Goldring & Taie, 2018;Wang et al, 2018;Wylie, 2017). Many principals have indicated time and again that they are mostly fulfilled with their chosen profession and, if taken back in time, would still choose to be school principals.…”

Section: Introductionmentioning

confidence: 99%

Flourishing School Leadership: Perspectives of Canada’s Outstanding Principals

Kutsyuruba,

Arghash,

Kharyati

et al. 2024

Canadian Journal of Educational Administration and Policy

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<p>With research pointing to increased levels of stress and work demands on school leaders, attention has turned to examining the factors that contribute to their well-being. Studies have also shown that many school administrators not just survive but also thrive in their work and succeed despite work-related challenges. Furthermore, some principals experience flourishing at work, which is characterized by optimal functioning, feeling good, and achieving a balanced life. Our study examined the sense of flourishing of the national award-winning principals in the Canada’s Outstanding Principals program, which recognized outstanding contributions of principals in publicly funded schools. In this article, we describe the participants’ perceptions in relation to the following constructs in the overall flourishing: flow, thriving, resilience, and grit. This study highlights the conditions, behaviours, mindsets, and characteristics that are critical for the well-being of school administrators.</p>

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Educational leader wellbeing: A systematic review

Cited by 15 publications

References 53 publications

Professional support, efficacy beliefs, and compassion fatigue in principals during the COVID-19 pandemic.

Professional support, efficacy beliefs, and compassion fatigue in principals during the COVID-19 pandemic.

Emotional well-being and performance of middle leaders: the role of organisational trust in early childhood education

Flourishing School Leadership: Perspectives of Canada’s Outstanding Principals

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