Favored by divine currents Anna’s journey in the realm of school leadership as a novice principal
https://doi.org/10.70228/PFREE2024003JHER
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ABSTRACT
This study employed narrative inquiry to examine the journey of a novice principal without prior leadership experience as she adapts to the challenges and demands of school leadership. Grounded in a constructivist paradigm, the study presents her lived experiences, emphasizing the growth and transformation that unfold as she navigates complex relationships, builds credibility, and fosters trust within her school community. The participant's early challenges underscore the importance of resilience, strategic relationship- building, and adaptability in educational leadership, particularly for novice principals. Key findings reveal that establishing trust with stakeholders, engaging in transparent communication, and demonstrating empathy and persistence are central to creating a positive school culture. The participant's reliance on family support and her use of observational learning from mentors illustrate the personal and professional strategies she employed to navigate her new role effectively. Additionally, the findings highlight her emphasis on student achievement, teacher development, and community engagement as essential components of successful school leadership. The study concludes that novice principals benefit from a leadership approach that integrates empathy, adaptability, and accountability, enabling them to meet the evolving needs of their school communities. The implications suggest that educational systems should provide structured support and mentorship for novice leaders to foster sustainable growth, resilience, and community collaboration within the school environment. This research contributes to understanding
novice leadership by illustrating how personal agency and supportive structures facilitate meaningful progress in school administration.
Keywords: narrative inquiry, epiphanies, novice principal, public school leadership, transformative power
Volume 12 Issue 1, 2024 EDITION
Published 2024
Editor's Note
We are delighted to present this new issue (Vol. 12 Issue 1) of the Journal of Higher Education Research, featuring contributions that explore critical topics in nursing education, professional practice, literacy development, educational leadership, and holistic care. Each study reflects the dedication of our authors to addressing the evolving challenges in these fields. Yaqi and Chua examine the impact of human resource challenges and professional quality of life among hospital nurses during the COVID-19 pandemic, offering practical insights to improve nurse well-being. Similarly, Peng and Diva investigate secondary traumatic stress among psychiatric nurses, highlighting the role of organizational support and coping strategies in fostering resilience in high-pressure environments, especially those with high seniority and professional titles. Su and Lachica investigate subhealth determinants among Chinese nursing graduate students, highlighting the significant impact of lifestyle choices and stress management on their well-being. Meanwhile, Zhang and Dolendo examine the academic performance of nursing students engaged in online practice, offering valuable recommendations for enhancing virtual learning in healthcare education. Flipped classrooms are gaining traction as an innovative educational approach, and the work of Zhou and Young identifies factors and strategies influencing the implementation of the flipped classroom model within nursing education reform. Ma and Garcia, meanwhile, take us into the clinical learning landscape through a qualitative study that explores nursing students’ lived experiences, shedding light on their struggles, aspirations, and transformative journeys. Beyond the realm of nursing, this issue also features studies that broaden our understanding of educational practice and leadership. Amazona and Lizada explore public school teachers’ awareness and practices of Cura Personalis—the Jesuit principle of “care for the whole person”—as a basis for developing a “Nurturing the Nurturer” program. Lesondra and Leonor examine Project SCRIBE, a reading intervention grounded in the Language Experience Approach, demonstrating its effectiveness in enhancing reading comprehension, vocabulary, and critical thinking among high school students. Finally, Katalbas and Ramos offer an inspiring narrative inquiry into the journey of a novice principal, revealing the importance of resilience, empathy, and stakeholder trust in shaping effective school leadership. We extend our deepest gratitude to the authors for their invaluable contributions and to our reviewers for their thoughtful and rigorous evaluations. Special thanks to the dedicated staff and Dr. Lota Largavista, Director of the Publication and Engagement Office, for their steadfast support in bringing this issue to fruition. We hope this issue inspires you to reflect on these critical insights, apply them to your practice, and continue advancing research and education in nursing and healthcare. Sincerely, JOVAL N. MARTINEZ Editor-in-Chief