Unveiling English school leaders’ intentional well-being cultivation practices during a global pandemic
Dados Bibliográficos
| ID | 14897828 |
|---|---|
| Autores | Chloe Shu‐Hua Yeh (0000-0002-8717-0568, Bath Spa University), Jermaine Ravalier (0000-0002-8418-4841, Buckinghamshire New University), K Chang (0000-0002-5689-7780, University of East London) |
| Ano | 2025 |
| Volume | 39 |
| Fascículo | 1 |
| Páginas | 107-125 |
| Data de publicação | 2025-01-27 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | International Journal of Educational Management (JOURNAL) |
| Identificadores do periódico | ISSN: 0951-354X • E-ISSN: 1758-6518 |
| Editora | Emerald (PUBLISHER) |
| DOI | 10.1108/ijem-10-2023-0520 |
| OpenAlex | W4403732624 |
| Idioma | EN |
| Referências citadas | 56 |
Purpose There is an urge worldwide that school leaders’ mental health and well-being must be prioritised within the education recovery at the local, national and global policy levels. This research identified the intentional well-being practices that school leaders cultivated as they faced unprecedented challenges during the COVID-19 pandemic. Design/methodology/approach Data was collected through one-to-one in-depth semi-structured interviews with ten senior school leaders from primary and secondary schools in England. During the pandemic, online interviews were organised using Zoom. An inductive followed by deductive approach qualitative data analysis was employed to offer insights into the multidimensional and sensitive nature of school leaders’ well-being. Findings The findings indicated that despite a reported decline in well-being, the participants intentionally engaged in well-being cultivation practices which were both relational: developing multi-faceted support networks, and individual: developing self-care and self-regulation skills. These practices provided different psychological and practical needs necessary for maintaining their well-being and work functioning facing the pandemic. Originality/value This study affirms school leaders’ well-being cultivation is an intentional and effortful process involving relational and individual practices to support their multidimensional well-being during extreme challenges. These practices can be mindfully and strategically cultivated. This study enhances the theoretical understanding of school leader well-being and offers timely insights into well-being initiatives in leadership development programmes for educational leaders and policymakers amid global challenges
Originality · Pandemic · Pedagogy · Political science · Public relations · Qualitative research · Social science · Sociology · Well-being · Child and Adolescent Psychosocial and Emotional Development · COVID-19 and Mental Health · Medicine · Psychology · Resilience and Mental Health
Teachers, Stress, and the Covid-19 Pandemic
Conducting Semi‐Structured Interviews
Principals and stress
The challenge of defining wellbeing
Subjective Wellbeing, Homeostatically Protected Mood and Depression
Beyond constant comparison qualitative data analysis
Hedonia, eudaimonia, and well-being
School Leadership Burnout and Job-Related Stress
The Warwick-Edinburgh Mental Well-being Scale (WEMWBS)
The qualitative content analysis process
Attaining Self-Regulation
Content analysis and thematic analysis
Resilience, Reorientation, and Reinvention
Confronting Covid
Primary Head Teachers’ Construction and Re-negotiation of Care in Covid-19 Lockdown in Scotland
What about school principals’ well-being? The role of social capital
Pathways to the school principalship
‘People miss people’
Mind, Body and Wellbeing
Back to WHAT? The role of research ethics in pandemic times
Principals’ well-being
Suppressing and sharing
Managing up, down, and outwards
Same storm, different boats! The impact of Covid-19 on the wellbeing of school communities
Stressors faced by principals, ways of coping with stress and leadership experiences during the Covid -19 pandemic
The well-being of Australian primary school principals
A critical review of the definition of ‘wellbeing’ for doctors and their patients in a post Covid-19 era
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Expanding Qualitative Research Interviewing Strategies
Sustainable positive psychology interventions enhance primary teachers’ wellbeing and beyond – A qualitative case study in England
Pressures and influences on school leaders navigating policy development during the Covid‐19 pandemic
Working through the first year of the pandemic
Strategic Retention
The structure of psychological well-being revisited
Making sense of a pandemic
Taking charge
Subjective Wellbeing as a Social Indicator
| Velocidade de citação | historical |
|---|---|
| Altamente citado | Não |