Flourishing School Leadership: Perspectives of Canada’s Outstanding Principals

Auteurs-es

  • Benjamin Kutsyuruba Queen's University
  • Nadia Arghash Queen's University
  • Terry Kharyati CEGEP Heritage College
  • John Bosica Queen's University

Mots-clés :

flourishing, flow, thriving, resilience, grit, well-being, Canada's Outstanding Principals

Résumé

With research pointing to increased levels of stress and work demands on school leaders, attention has turned to examining the factors that contribute to their well-being. Studies have also shown that many school administrators not just survive but also thrive in their work and succeed despite work-related challenges. Furthermore, some principals experience flourishing at work, which is characterized by optimal functioning, feeling good, and achieving a balanced life. Our study examined the sense of flourishing of the national award-winning principals in the Canada’s Outstanding Principals program, which recognized outstanding contributions of principals in publicly funded schools. In this article, we describe the participants’ perceptions in relation to the following constructs in the overall flourishing: flow, thriving, resilience, and grit. This study highlights the conditions, behaviours, mindsets, and characteristics that are critical for the well-being of school administrators.

Bibliographies de l'auteur-e

Benjamin Kutsyuruba, Queen's University

Benjamin is a Professor in Educational Policy and Leadership and School Law in the Faculty of Education, Queen's University at Kingston, Ontario. His teaching and research areas include educational law, policymaking, and leadership; teacher induction and mentorship; trust, ethics, and moral agency; and, educational reform and change. Benjamin has worked as a teacher, researcher, manager, and professor in education in Ukraine and Canada.

Nadia Arghash, Queen's University

Nadia Arghash, MEd, BA, BSc, is a researcher in the field of education at Queen’s University, Canada. She is interested in positive psychology as it relates to the conditions that promote well-being for individuals in the educational context. Her research pursuits include positive organizational leadership and thriving for students of higher education.

Terry Kharyati, CEGEP Heritage College

Terry Kharyati, MEd, is currently a Director General at CEGEP Heritage College in Gatineau, Quebec, Canada. He is a former school principal and a Secretary General/Director of Programs and Evaluation with the Western Quebec District School Board. He is a recipient of 2014 Canada's Outstanding Principals Award. Terry completed his Master’s at the Faculty of Education at Queen’s University.

 

John Bosica, Queen's University

I am a current Term Adjunct professor at Queen's University and Educational Developer at St. Lawrence College. My passion for teaching and educational development also led me to explore various educational roles at Queen’s University, Royal Military College, George Brown College, and St. Lawrence College.  

My educational background includes a Bachelor of Science in Mathematics, Master of Science in Mathematics, and a PhD in Education. This training has enabled me to explore various themes within the field of educational such as teaching efficacy, problem-based learning, and faculty-peer mentorship. These interests have been  translated into multiple peer reviewed journal publications and conference presentations where I have advocated for the importance of faculty development.

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2024-05-06

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