Principal Well-Being: Evidence of the Narrative Literature Review From 1978 to 2022

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Abstract

The complex nature of principalship has inevitably threatened principal well-being which would further endanger principal effectiveness and school quality. This paper reported a narrative research synthesis on 62 principal well-being journal articles published from 1978 to 2022 for 44 years. This review employed the processes and steps for performing the review directed by Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA). This review conceptualized the principal well-being construct, proposed a conceptual framework, and presented future directions for a principal well-being knowledge base intertwining theoretical, conceptual, methodological, and practical challenges and concerns. It is expected that future research will scrutinize the recommendations from this review to find a more sensible way to promote principal well-being.

Author

• Junjun Chen, Education University of Hong Kong