An examination of resilience among novice educational leaders: a comparative analysis based on evaluation styles and innovative activity variants
Abstract
emergent challenges, plays a pivotal role in the professional development of individuals within dynamic fields such as education. Prior research has underscored the significance of resilience among educational leaders, particularly in relation to their ability to integrate the complexities of organizational culture and learning outcomes. This study seeks to explore the nuanced aspects of resilience exhibited by novice educational leaders, focusing on how their evaluation styles – characterized by either positive or negative perceptions – and their readiness for innovation influence these dynamics. Aim: to investigate the unique facets of resilience demonstrated by educational organization leaders, contingent upon their approach to innovation and their evaluation style preferences. Materials and methods. The study encompasses a sample of novice school administrators with less than three years of experience (n = 41). A multifaceted methodology of the study includes “Human resilience” (E.A. Rylskaya); “Choice of proverbs” (N.V. Markina), “Evaluation Style/ES” (N.V. Baturin, I.V. Vyboyschik); “Determination of success” (E.E. Sapogova, I.V. Trukhacheva), alongside statistical analyses via Spearman's rank correlation coefficient and the Mann–Whitney U-test. Results. The analysis reveals significant correlations between the intensity and complexity of human resilience and indicators of evaluation style, attitudes towards success, and value-semantic orientations within both proactive and situationally cautious approaches to innovative activity. Furthermore, distinctions emerge based on the valence of the evaluation style, whether positively (“optimistic”) or negatively (“pessimistic”), influencing the activation of various resilience mechanisms essential for addressing professional challenges. Conclusion. The study concludes that the preference for positive or negative evaluations (evaluation style) and the degree of readiness for innovation significantly shape the expression of resilience among educational leaders, thus being of critical importance in determining the effectiveness of resilience strategies for professional task management.
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