We Need Resilient School Leaders in the face of Chaos and Complexity

Abstract

We experience some rapid and unexpected changes especially within the incoherent and asunder school policies and implementations that are unsuitable for the demands and expectations of school stakeholders. Furthermore, the internal and other external obstacles and non-ideal situations such as lack of resources, negative school climate, less motivation, organizational conflicts, cultural matters, depersonalization, or resist to change surround the schools today. All these tend to produce serious organizational stress and turn into organizational viruses at the school level. Exploring the non-ideal situations affecting today schools, the present study conceptualizes a resilient leadership model with reference to the school system in the face of chaos and complexity. Although describing the resilient leaders seems difficult we can say that resilient leaders do not seek pretext for struggling against difficulties, and when non-ideal situations occur they can shake but stand up. Such leaders that we expect like a tree which can withstand a storm run in downpour, like a dam which can hinder strong waves, or like a flower which can blossom in the snow. They may not be superman or supergirl but at least they are mentally, emotionally, socially, ethically, and physically strong humans who beat the odds. In turn, resilient leadership can be defined as displaying high level of endeavor to overcome the both internal and external obstacles that the organization faces, and generating different solutions despite the fact that many non-ideal situations affect the organization. At the end of the study, in the face of such situations, some potential characteristics of the resilient school leaders are suggested.

The Mediating Role of Initiative Climate on the Relationship between Distributed Leadership and Organizational Resilience in Schools

“…Schools are exposed to changes (Limon & Sezgin-Nartgün, 2020) and other unexpected situations very frequently which brings the resilience to their agenda as a prominent issue. Although there is an abundance of research on school leaders' (Day, 2014;Özmusul, 2017), students' (Franklin, 2017) and teachers' resilience (Day & Hong, 2016;Haeussler, 2013;Hong, 2012;Taylor, 2013), few studies investigated the resilience of educational organizations. For example, a study conducted by Sezen-Gültekin (2019) revealed that resilience in higher education institutions had a significant effect on sustainability and was affected by organizational myopia.…”

Atributos del liderazgo resiliente en las micro y pequeñas empresas hoteleras en Villaflores, Chiapas, México

“…Contrario a otros liderazgos, el liderazgo resiliente conserva la posición creativa que admite que todo funcione bien, apremiando propósitos, buscando siempre la efectividad (Mendoza, 2020). Otro elemento importante que caracterizan al líder resiliente es que lee y busca constantemente información que le permita vencer dificultades, lo cual lo hace ser pronto, ecuánime y lo ayuda a desarrollarse entre los impedimentos cotidianos (Ozmusul, 2017). El liderazgo resiliente y su perspectiva espiritual se enfoca hacia los valores como la motivación, entereza, respeto, confianza, consideración, emociones, solidaridad y credibilidad, elementos básicos del compromiso, reto y control (Mendoza, 2020).…”

“…También muestra su gran arrojo al sobresalir ante las barreras a las que se expone la organización, innovando alternativas aun en contra de las circunstancias desfavorables que alteren a la empresa (Ozmusul, 2017). El líder resiliente tiene las capacidades de visionar los riesgos característicos de las calamidades y de explotar los beneficios que se presenten para incentivar a que los demás individuos las disfruten (Navarro et al, 2017).…”

Proactividad y resiliencia en estudiantes emprendedores de Lima

“…Las evidencias científicas del estudio de resiliencia (Chen, 2016), describen que estudiantes chinos con determinada personalidad resiliente afrontan exigencias académicas y personales para ser exitosos, lo cual sucede en otras poblaciones académicas (Brouskeli, Kaltsi y Loumakou, 2018). El estudio de Dutra-Thomé, Siqueira y Koller (2016), demostró que los estudiantes que aspiran el desarrollo laboral necesitan mayor preparación psicológica para abordar exigencias académicas durante el proceso de desarrollo; esto obedece a la teoría de liderazgo para el éxito resiliente (Ozmusul, 2017), la cual exigen que se desarrollen la mentalidad resiliente, emocionalidad, sociabilidad, ética y aptitudes físicas resilientes. Sin embargo, en la universidad son esenciales el desarrollo de los valores que acompañen la culturización y maduración de la resiliencia (Stanley et al, 2015).…”