Positive Leadership Development for Flourishing in Schools

• In Event: Sustaining Principal Well-Being Across Borders Through Positive Psychology Frameworks: Exploring Emerging Conceptual Frameworks

Abstract

Purpose
The purpose of this research is to examine professional learning for principal well-being, an identified area of need in leadership development and mentorship research (Slater, 2018). The study uses positive psychology and positive organizational scholarship as a framework for researching ways professional learning can promote flourishing for principals and those with whom they work and lead. Flourishing is described in this study with a broad use of Seligman’s (2011) PERMA model that has been used to research well-being in schools (Author, 2018; Norrish & Huppert, 2015; Rehal & van Nieuwerburgh, 2022).
Theoretical Framework
Positive organizational research has an intentional focus on capacities such as happiness, resilience, optimism, and compassion that are found to create shifts in organizations to improve commitment, innovation, and overall organizational health (Cooperrider & Godwin, 2012; Youssef & Luthans, 2013; Worline & Dutton, 2017). Research in positive psychology highlights the conditions, strengths, and virtues that enable individuals to thrive (Bakker & Schaufeli, 2008; Ben-Shahar, 2008; Carr, 2003) with much focus on emotional well-being (Fredrickson, 2008). Studying professional learning from a positive organizational perspective prioritizes positive traits, behaviors, and practices in organizational contexts (Cameron, 2008; Lilius et al., 2008) to grow conditions for flourishing.
Methods
The researcher is carrying out an appreciative inquiry (Reed, 2010) of professional learning and development for principals in three school districts in Western Canada. Data sources will include interviews with principals and district leaders, researcher observations at professional learning events, and analysis of principal professional growth plans. Data will be thematically analyzed to compare findings across the various sites in this study.
Anticipated Results
This study will provide new knowledge and practice for growing well-being in schools from the perspective of professional learning. The researcher anticipates a conceptual framework emerging from this study that will inform how to grow and sustain wellbeing at the levels of self, school, and system through and with professional learning and development. Recognizing the mounting need to improve wellbeing in schools, the findings from this study will inform how to grow flourishing for principals and those with whom they work and lead. The extant findings in positive leadership research will be extended with detailed descriptions of participant experiences.
Scholarly significance
This study will provide a conceptual framework for building knowledge and practices for principal well-being through professional learning and development. While findings are emerging on positive school leadership (Author, 2020; Louis & Murphy, 2018), more research is needed to understand how to support and grow well-being for principals through leadership development (Slater, 2018). This study contributes to the call for more research in educational leadership using positive psychology (Hoy & Tarter, 2011) and positive organizational scholarship.

Author

• Sabre Lynn Cherkowski, University of British Columbia