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Published (Version of Record)CC BY V4.0, Open Access
Book chapter
‘Head’ first: Principal self-care to promote teacher resilience
Cultivating Teacher Resilience: International Approaches, Applications and Impact, pp.195-210
Springer
2021
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.
Details
- Title
- ‘Head’ first: Principal self-care to promote teacher resilience
- Authors/Creators
- J. Klap (Author/Creator) - Murdoch UniversityJ. MacCallum (Author/Creator) - Murdoch UniversityC.F. Mansfield (Author/Creator) - The University of Notre Dame Australia
- Contributors
- C.F. Mansfield (Editor) - The University of Notre Dame Australia
- Publication Details
- Cultivating Teacher Resilience: International Approaches, Applications and Impact, pp.195-210
- Publisher
- Springer; Singapore
- Identifiers
- 991005545210207891
- Copyright
- © The Author(s) 2021
- Murdoch Affiliation
- School of Education
- Language
- English
- Resource Type
- Book chapter
- Note
- Chapter 12
UN Sustainable Development Goals (SDGs)
This output has contributed to the advancement of the following goals:
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