Lebanese Principals and Their Socio-Emotional Competencies Within Challenging School Contexts

• In Event: 75.034 - Leadership From an International Lens

Abstract

The purpose of this study is to identify the levels of burnout and the social emotional competencies of Lebanese principals and explore their coping strategies. We utilized an explanatory mixed-method design that involves surveying principals all across Lebanon and then expanding the quantitative data with in depth interviews as case studies. Guided by the pro-social classroom model and Stevenson’s conceptual framework for macro-micro examination of school context, our findings showed several of the measures were highly correlated and there were significant differences in perception of socio-emotional wellbeing by age, experience, and gender. The interviews revealed that the sociocultural dimensions of their communities can be difficult to deal with and require adaptive socio-emotional learning.

Authors

• Julia Mahfouz, University of Colorado - Denver

• Stephen Kotok, St. John's University

• Enja Osman, American University of Beirut

• Nizar Shahir El Mehtar, Lebanese University; Hagazian University