Superintendent Resilience: A Qualitative Exploration of Resilience Leadership Skills
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| Title: | Superintendent Resilience: A Qualitative Exploration of Resilience Leadership Skills |
|---|---|
| Language: | English |
| Authors: | Nicole V. Schilling (ORCID |
| Source: | Journal of Educational Administration. 2026 64(1):1-13. |
| 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: | 13 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education Elementary Secondary Education |
| Descriptors: | Superintendents, Resilience (Psychology), Preschool Education, Elementary Secondary Education, School Districts, Administrator Attitudes, Thinking Skills, Capacity Building, Barriers, Educational Change, Personality Traits, Administrator Characteristics, Administrator Behavior |
| Geographic Terms: | Illinois, Indiana, Ohio, Michigan |
| DOI: | 10.1108/JEA-07-2024-0208 |
| ISSN: | 0957-8234 1758-7395 |
| Abstract: | Purpose: The purpose of this study was to explore P-12 school district superintendent resilience. Although a wealth of literature exists on resilience in leadership, comparatively neglected is literature on superintendent resilience. This study situates superintendent resilience within three skill sets: resilience thinking skills, capacity building skills and action skills. Design/methodology/approach: The researchers employed qualitative research through the use of interviews that explored the challenges superintendents encounter, how they overcome those challenges and how they demonstrate resilience. Fourteen Midwestern USA superintendents were interviewed. Findings: The researchers conducted descriptive content analysis coding procedures on the interview transcripts revealing that participants experience immense adversity in their roles. However, they also demonstrate the ability to move beyond the adversity into a place of reflection and growth where their resilience thinking skills, capacity building skills and action skills are evident. Originality/value: Superintendents would benefit from learning how to focus their energy more on positive opportunities in adverse situations and creating systems of safeguards to monitor stakeholder conditions. State departments of education, superintendent and school board organizations and superintendent preparation programs should provide professional development in these areas as well as opportunities for collaboration and mentorship. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505838 |
| Database: | ERIC |
| Abstract: | Purpose: The purpose of this study was to explore P-12 school district superintendent resilience. Although a wealth of literature exists on resilience in leadership, comparatively neglected is literature on superintendent resilience. This study situates superintendent resilience within three skill sets: resilience thinking skills, capacity building skills and action skills. Design/methodology/approach: The researchers employed qualitative research through the use of interviews that explored the challenges superintendents encounter, how they overcome those challenges and how they demonstrate resilience. Fourteen Midwestern USA superintendents were interviewed. Findings: The researchers conducted descriptive content analysis coding procedures on the interview transcripts revealing that participants experience immense adversity in their roles. However, they also demonstrate the ability to move beyond the adversity into a place of reflection and growth where their resilience thinking skills, capacity building skills and action skills are evident. Originality/value: Superintendents would benefit from learning how to focus their energy more on positive opportunities in adverse situations and creating systems of safeguards to monitor stakeholder conditions. State departments of education, superintendent and school board organizations and superintendent preparation programs should provide professional development in these areas as well as opportunities for collaboration and mentorship. |
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| ISSN: | 0957-8234 1758-7395 |
| DOI: | 10.1108/JEA-07-2024-0208 |
