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‘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.

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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
Murdoch Affiliation(s): Education
Publisher: Springer
Copyright: © The Author(s) 2021
United Nations SDGs: Goal 3: Good Health and Well-Being
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