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‘Head’ first: Principal self-care to promote teacher resilience
Book chapter   Open access

‘Head’ first: Principal self-care to promote teacher resilience

J. Klap, J. MacCallum and C.F. Mansfield
Cultivating Teacher Resilience: International Approaches, Applications and Impact, pp.195-210
Springer
2021
DOI: https://doi.org/10.1007/978-981-15-5963-1_12
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Published (Version of Record)CC BY V4.0,  Open Access
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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.

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UN Sustainable Development Goals (SDGs)

This output has contributed to the advancement of the following goals:

#3 Good Health and Well-Being

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