RESEARCH ARTICLE
A Latent Profile Analysis of School Principal Resilience: Associations With Flourishing and Burnout
Xiaojun Ling,
Masoumeh Kouhsari,
Junjun Chen,
Xiaojun Ling
School of Educational Sciences, Nantong University, Nantong, China
Search for more papers by this authorMasoumeh Kouhsari
Department of Education Policy and Leadership, The Education University of Hong Kong, Hong Kong SAR, China
Search for more papers by this authorCorresponding Author
Junjun Chen
Department of Education Policy and Leadership, The Education University of Hong Kong, Hong Kong SAR, China
Correspondence: Junjun Chen ([email protected])
Search for more papers by this authorXiaojun Ling,
Masoumeh Kouhsari,
Junjun Chen,
Xiaojun Ling
School of Educational Sciences, Nantong University, Nantong, China
Search for more papers by this authorMasoumeh Kouhsari
Department of Education Policy and Leadership, The Education University of Hong Kong, Hong Kong SAR, China
Search for more papers by this authorCorresponding Author
Junjun Chen
Department of Education Policy and Leadership, The Education University of Hong Kong, Hong Kong SAR, China
Correspondence: Junjun Chen ([email protected])
Search for more papers by this authorFirst published: 29 March 2025
ABSTRACT
This study employed Latent Profile Analysis (LPA) to identify distinct resilience profiles of school principals and examined how these profiles are associated with their flourishing and burnout. The research illuminated four distinct resilience profiles, each associated with varying levels of flourishing and burnout. Participants included 1274 principals from China. The findings suggested significant effects of principal resilience on both flourishing and burnout. The study also revealed a potential paradox, indicating that high levels of resilience may paradoxically increase the risk of burnout. The results of the research emphasize the importance of balance in resilience. Additionally, the findings highlight significant implications for educational policy and practice, underscoring the need to cultivate and support resilience among principals and to guide the development of targeted interventions.
Summary
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School principals exhibit distinct resilience profiles that influence their flourishing and burnout.
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High levels of resilience can paradoxically increase burnout risk if not balanced with systemic support.
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Principal resilience significantly impacts both flourishing and burnout, emphasizing the need for targeted interventions.
Conflicts of Interest
The authors declare no conflicts of interest.
Open Research
Data Availability Statement
The authors have nothing to report.
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