Supporting Beginning Principals to Survive and Thrive in the Role: A Systematic Review of Literature

Autor/in	Watts, Jodie L.
Titel	Supporting Beginning Principals to Survive and Thrive in the Role: A Systematic Review of Literature
Quelle	In: School Leadership & Management, 43 (2023) 1, S.28-49 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Watts, Jodie L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2434
DOI	10.1080/13632434.2022.2137726
Schlagwörter	Beginning Principals; Coping; Well Being; Persistence; Barriers; Work Environment; Cooperation; Mentors; Interpersonal Relationship; Coaching (Performance); Discussion; Seminars; Workshops; Meetings; Foreign Countries; Social Support Groups; New Zealand; Malaysia; Cyprus; United States; Sweden; United Kingdom; Canada; Israel; Mexico; Australia + Suchen Sie Ihr Suchwort? Bewältigung; Well-being; Wellness; Wohlbefinden; Ausdauer; Arbeitsmilieu; Co-operation; Kooperation; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Diskussion; Seminar; Lernwerkstatt; Schulung; Meeting; Tagung; Ausland; Social support; Soziale Unterstützung; Neuseeland; Zypern; USA; Schweden; Großbritannien; Kanada; Mexiko; Australien
Abstract	This review provides a synthesis of research from the past decade on beginning principals and the professional supports they access to cope with role-related demands. The synthesis is based on empirical research studies conducted from the perspectives of beginning principals and contributes to the knowledge base on principal wellbeing and retention. Findings indicate that this field is still emerging with only 45 articles included in the final repository. Studies mostly focussed on formal mentoring and coaching by experienced or retired principals within USA using qualitative interview methodologies. Notably, accessing professional support yielded positive outcomes for beginning principals in the areas of leadership, management, and personal and social capabilities. Conversely, the absence of professional support increased feelings of isolation, burnout, and attrition. In characterising effective professional support, three broad themes emerged: (1) opportunities to learn from other principals; (2) developing positive relationships with mentors; and (3) exercising personal agency to create professional support networks. Findings suggest that mentoring needs to take more of a team-oriented approach rather than traditional dyadic arrangements. Thus, although the review confirms the importance of professional support, future research needs to move beyond formal induction programmes and examine how beginning principals informally learn from colleagues and supervisors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01