‘Head’ first: Principal self-care to promote teacher resilience
Klap, J., MacCallum, J.ORCID: 0000-0002-0212-3341 and Mansfield, C.F.
(2021)
‘Head’ first: Principal self-care to promote teacher resilience.
In: Mansfield, C.F., (ed.)
Cultivating Teacher Resilience: International Approaches, Applications and Impact.
Springer, Singapore, pp. 195-210.
Available under License Creative Commons Attribution.
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Abstract
As leaders of school communities, principals have a significant impact on school culture and teachers’ well-being at work. A school principal’s positive or negative emotions can influence the mood of their teaching staff and can enhance or hinder a teacher’s resilience. Unfortunately, though, many school principals suffer from their own high levels of stress, emotional exhaustion and fatigue-related issues, whilst concurrently being tasked with the responsibility and management of the well-being of their staff. In this chapter, we explore the role of mindfulness and self-care in promoting resilience as a way for school principals to meet the challenges of their role. Principals who are mindful and employ self-compassion are better placed and more resilient to positively impact others and flourish in their role. Leadership does matter and ensuring that we address leaders’ well-being and resilience will mean they will be better equipped to engender resilience in their staff.
Item Type: | Book Chapter |
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Murdoch Affiliation(s): | Education |
Publisher: | Springer |
Copyright: | © The Author(s) 2021 |
United Nations SDGs: | Goal 3: Good Health and Well-Being |
URI: | http://researchrepository.murdoch.edu.au/id/eprint/62215 |
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