Leadership Self-Efficacy (LSE) in Doctoral Programs: Examining the Supervisors’ Lived Experiences in Canadian Universities

Makhamreh, Maha Al; Kutsyuruba, Benjamin

doi:10.29252/johepal.1.2.7

Cited by 2 publications

(2 citation statements)

References 52 publications

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“…At a much younger age, Nesbitt (2019) exploration of thriving in the early years revealed that positive relationships with peers and educators were both an indicator and support for student thriving. Among the connections contributing to student thriving, the current study highlights the importance of a primary mentoring figure-in the case of graduate studies, the supervisor-as being among the most important drivers of thriving for a graduate student, as corroborated elsewhere in the literature (e.g., Wisker and Robinson, 2016;Makhamreh and Kutsyuruba, 2020). Participants shared both inspiring and heartbreaking stories illustrating the extent to which they were impacted by and dependent on (or at the mercy of) supervisors for their academic progress.…”

Section: Graduate Student Thriving: a Complex And Multi-dimensional Constructsupporting

confidence: 77%

Conceptualizing Thriving: An Exploration of Students’ Perceptions of Positive Functioning Within Graduate Education

et al. 2021

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The current wellness crisis among graduate students calls on institutions of higher education to act and advocate for student thriving. While existing research on human thriving provides insight into how this experience of positive functioning can be understood across the lifespan, what it means to thrive within graduate programs—and by extension, how to support students in their ability to thrive within these programs—remains understudied. To address this gap in the literature, this study examined how graduate students describe and understand thriving within their programs of study. We thematically and quantitatively analyzed 2,287 Canadian graduate students survey responses to the question “How would you describe a student who is thriving in your program.” Findings indicate that graduate students conceptualize thriving as a complex and multi-dimensional construct involving both academic and non-academic components. The six overarching themes of achieving, engaging, connecting, balancing, enjoying, and being provide foundation for further exploration and insight into the ways that universities and post-secondary institutions can support students’ positive functioning.

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Section: Graduate Student Thriving: a Complex And Multi-dimensional Constructsupporting

confidence: 77%

Conceptualizing Thriving: An Exploration of Students’ Perceptions of Positive Functioning Within Graduate Education

et al. 2021

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“…Furthermore, our participants demonstrated leadership self-efficacy (LSE), which entailed the ability to "successfully exert leadership by setting a direction for the work group, building relationships with followers in order to gain commitment to change goals, and working with them to overcome obstacles to change" [88] (p. 217). Being patient, staying calm, and handling problems while modeling positivity, resiliency, hope, and optimism is related to leadership self-efficacy [89,90].…”

Section: Discussionmentioning

confidence: 99%

School Leader Well-Being: Perceptions of Canada’s Outstanding Principals

Kutsyuruba,

Arghash,

Al Makhamreh

2024

Education Sciences

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The decrease in well-being of school leaders has become an area of concern among scholars and practitioners around the world. Globally, increasing social, political, economic, educational, and professional demands faced by school administrators have led to an unmanageable workload, stress, burnout, and a lack of work–life balance. However, some principals thrive amidst challenges and are recognized by various national and international awards as outstanding school leaders. Examining the challenges that award-winning school principals face can both prevent conditions that decrease their well-being and help understand coping strategies and support systems necessary for successful school leadership. Our study examined the sense of flourishing among the national award-winning principals in the Canada’s Outstanding Principals (COP) program that recognizes outstanding contributions of principals in publicly funded schools. In this article, we describe participants’ perceptions regarding the significance of principal well-being, barriers and challenges to their well-being, coping strategies to promote and sustain their well-being, and necessary policy and school system supports for enhanced principal well-being.

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Leadership Self-Efficacy (LSE) in Doctoral Programs: Examining the Supervisors’ Lived Experiences in Canadian Universities

Cited by 2 publications

References 52 publications

Conceptualizing Thriving: An Exploration of Students’ Perceptions of Positive Functioning Within Graduate Education

Conceptualizing Thriving: An Exploration of Students’ Perceptions of Positive Functioning Within Graduate Education

School Leader Well-Being: Perceptions of Canada’s Outstanding Principals

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