Resilient leadership in principals: case studies of challenged schools in Spain

Extremera, Marta Olmo; Townsend, Andrew; Segovia, Jesús Domingo

doi:10.1080/13603124.2022.2052758

Cited by 8 publications

(8 citation statements)

References 33 publications

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“…Djourova et al (2019) state that resilience allows people to adapt to challenges in the workplace through the flexibility of thought and action. For instance, the research conducted by Olmo-Extremera et al (2022) highlights that resilient leadership is crucial in the organisational process and management. In this leadership process, the leader is the one who knows the school internally, its strengths and weaknesses, its identity, goals, and objectives.…”

Section: Portuguese School Leaders' Work Wellbeing 373mentioning

confidence: 99%

“…The role of a resilient leader requires a combination of communication, social, emotional and leadership skills (Papaioannou et al, 2022), as well as the ability to face complex phenomena (Olmo-Extremera et al, 2022). Sutton and Gong (2021) suggest resilience requires strategies from leaders in the physical, cognitive, and social dimensions.…”

Section: Portuguese School Leaders' Work Wellbeing 373mentioning

confidence: 99%

“…(2019) state that resilience allows people to adapt to challenges in the workplace through the flexibility of thought and action. For instance, the research conducted by Olmo-Extremera et al. (2022) highlights that resilient leadership is crucial in the organisational process and management.…”

Section: Introductionmentioning

confidence: 99%

“…The role of a resilient leader requires a combination of communication, social, emotional and leadership skills (Papaioannou et al. , 2022), as well as the ability to face complex phenomena (Olmo-Extremera et al. , 2022).…”

Section: Introductionmentioning

confidence: 99%

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Resilience and purpose as predictors of Portuguese school leaders' work well-being

Castro Silva,

Almeida,

Pacheco

et al. 2024

JEA

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PurposeResilience and purpose have been associated with work well-being. However, limited empirical evidence exists on the liaison between these constructs and Portuguese school leaders' psychological and physical distress and work well-being. This study explored the relationships between resilience, purpose, and well-being in 921 teachers who perform leadership roles in Portuguese schools.Design/methodology/approachParticipants filled out an online self-report questionnaire, providing information on sociodemographic variables. Additionally, they responded to four questionnaires evaluating purpose (PURP), resilience (RES), psychological distress (PsyD), physical distress (PhyD), and work well-being (WWB). Data were analysed through structural equation modelling and mediation analysis.FindingsThe findings show that psychological and physical distress negatively predict school leadership work well-being, whereas resilience and purpose positively predict work well-being. The mediating analysis revealed one indirect mediation effect: resilience buffered the psychological distress and work well-being relationship.Originality/valueThe main findings align with existing literature and uniquely contribute to understanding the interplay between resilience, purpose, psychological and physical distress, and work well-being. This study provides empirical support for a conceptual model claiming that purpose and resilience promote school leaders' work well-being.

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Section: Portuguese School Leaders' Work Wellbeing 373mentioning

confidence: 99%

Section: Portuguese School Leaders' Work Wellbeing 373mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Resilience and purpose as predictors of Portuguese school leaders' work well-being

Castro Silva,

Almeida,

Pacheco

et al. 2024

JEA

View full text Add to dashboard Cite

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“…On the other hand, the link between family and school is also relevant to expectation development [ 63 , 64 ], with a sense of commitment to family obligations increasing students’ motivation to study [ 65 , 66 ] and parental and community emotional support reinforcing the academic capacities of children with difficulties in the socio-affective domain [ 67 , 68 , 69 ]. In addition, parental involvement, particularly from the mother, and parental expectations can reduce the negative and stressful effects of adverse socio-affective and contextual conditions [ 70 , 71 ], which are predictors of school performance, along with a positive school climate and resilient teachers [ 72 , 73 ].…”

Section: Introductionmentioning

confidence: 99%

Latent Regression Analysis Considering Student, Teacher, and Parent Variables and Their Relationship with Academic Performance in Primary School Students in Chile

Salvo-Garrido

Zayas‐Castro

Polanco-Levicán

et al. 2023

Behavioral Sciences

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Academic performance in primary students is fundamental to future school success; however, simultaneous analysis of different key individual, family, and teaching factors must be considered to improve understanding and benefit the development of students’ potential. This article presents a latent regression analysis model that examines the relationship between the latent variables (self-efficacy, interest in reading, bullying, parental expectations, and discrimination/exclusion, and teacher violence/aggression) and the academic performance of first-cycle primary students. The model investigates the impact of the latent variables on the standardized endogenous variables of SIMCE Mathematics and Language test scores using a quantitative, non-experimental, correlational, and cross-sectional design. The study involved 70,778 students (53.4% female), with an average age of 9.5 years (SD = 0.6), from Chilean public (33.6%) and subsidized (66.4%) schools. The results indicate that the model accounted for 49.8% and 47.7% of the mean variability in SIMCE Mathematics and Language test scores, respectively. The goodness-of-fit indices demonstrated satisfactory fits for both models. In both tests, student self-efficacy emerged as the most significant factor explaining test score variability, followed by parental expectations. Bullying was identified as a relevant factor in reducing mean performance on both tests. The findings suggest that education decision makers should address these issues to improve student outcomes.

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Committed, Resilient, or Transient. School Principals’ Perception of Professional Identity

López-Yáñez,

Sánchez-Moreno,

Renta-Davids

et al. 2024

Leadership and Policy in Schools

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Resilient leadership in principals: case studies of challenged schools in Spain

Cited by 8 publications

References 33 publications

Resilience and purpose as predictors of Portuguese school leaders' work well-being

Resilience and purpose as predictors of Portuguese school leaders' work well-being

Latent Regression Analysis Considering Student, Teacher, and Parent Variables and Their Relationship with Academic Performance in Primary School Students in Chile

Committed, Resilient, or Transient. School Principals’ Perception of Professional Identity

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