Enacting and Sustaining Resilience In School Leadership: Lessons from New Jersey Principals during Overlapping Crises
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| Title: | Enacting and Sustaining Resilience In School Leadership: Lessons from New Jersey Principals during Overlapping Crises |
|---|---|
| Language: | English |
| Authors: | Patricia Virella (ORCID |
| Source: | Journal of Educational Administration. 2026 64(1):92-106. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | COVID-19, Pandemics, Principals, Resilience (Psychology), Leadership Styles, Crisis Management, Environmental Influences, School Violence, Educational Strategies, Teacher Administrator Relationship, Adjustment (to Environment), Instructional Leadership, Administrator Behavior |
| Geographic Terms: | New Jersey |
| DOI: | 10.1108/JEA-06-2025-0213 |
| ISSN: | 0957-8234 1758-7395 |
| Abstract: | Purpose: This study examines how New Jersey school principals fostered resilience while navigating multiple crises, including the COVID-19 pandemic, community violence and systemic inequities. Utilizing resilience theory, it explores the strategies principals employed to maintain stability, build trust and adapt their leadership in these challenging contexts. Design/methodology/approach: A qualitative approach was used, featuring semi-structured interviews with eleven public school principals from varied New Jersey districts. Participants were selected from a national study to capture diverse crisis leadership experiences. Thematic analysis guided by resilience theory identified key themes around communication, adaptability, stakeholder engagement and the balance between stability and flexibility. Findings: The study revealed that resilient leadership relies on consistent communication and trust-building within school communities. Principals adapted their leadership styles and employed creative problem-solving, while navigating barriers such as conflicting guidance and resource inequities. Organizational resilience was found to be a collective process strengthened by strong stakeholder relationships and context-sensitive strategies. Originality/value: This research contributes to the understanding of resilience as a dynamic, context-driven process during overlapping crises, rather than isolated events. By focusing on the experiences of New Jersey principals, it offers practical insights for policy and leadership development, highlighting the importance of flexible, equity-oriented crisis management in education. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505700 |
| Database: | ERIC |
| Abstract: | Purpose: This study examines how New Jersey school principals fostered resilience while navigating multiple crises, including the COVID-19 pandemic, community violence and systemic inequities. Utilizing resilience theory, it explores the strategies principals employed to maintain stability, build trust and adapt their leadership in these challenging contexts. Design/methodology/approach: A qualitative approach was used, featuring semi-structured interviews with eleven public school principals from varied New Jersey districts. Participants were selected from a national study to capture diverse crisis leadership experiences. Thematic analysis guided by resilience theory identified key themes around communication, adaptability, stakeholder engagement and the balance between stability and flexibility. Findings: The study revealed that resilient leadership relies on consistent communication and trust-building within school communities. Principals adapted their leadership styles and employed creative problem-solving, while navigating barriers such as conflicting guidance and resource inequities. Organizational resilience was found to be a collective process strengthened by strong stakeholder relationships and context-sensitive strategies. Originality/value: This research contributes to the understanding of resilience as a dynamic, context-driven process during overlapping crises, rather than isolated events. By focusing on the experiences of New Jersey principals, it offers practical insights for policy and leadership development, highlighting the importance of flexible, equity-oriented crisis management in education. |
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| ISSN: | 0957-8234 1758-7395 |
| DOI: | 10.1108/JEA-06-2025-0213 |
