Mentoring School Principals by Engaging in Well-Being Activities

Abstract

This study explores the implications of stress and burnout on the professional sustainability of school principals and proposes an evidence-based mentoring model as a solution to these issues. A qualitative action research approach was used to first collect baseline data to determine the well-being awareness of five school principals. Mentoring for well-being activities were chosen by the participants and they participated in various feedback, interview, and professional development sessions. Also, they received care packages and inspirational messages after the initial interview. All activities were aligned with the PERMA model, which includes positive emotion, engagement, relationships, meaning, and accomplishment. This study argues that implementing an intervention that considers PERMA-aligned activities will improve principals’ well-being, reduce burnout, and model appropriate mentoring and professional development behaviors in the school community. This is significant to the future of leadership development by reconceptualizing support for principals as an ongoing investment in well-being.