Enhancing the Wellbeing and Resilience of Aspiring and New School Principals Through Intentional Self-care Practices

This study aims to explore how intentional self-care practices, embedded within a university course in Québec, Canada, for aspiring and new school principals’ preparation, influenced their wellbeing and resilience. Using qualitative data from 10 participants’ journals and assignments, an inductive analysis examined perceived benefits, challenges, strategies used, and evolving conceptions of wellbeing at work. Participants reported increased emotional regulation, self-awareness, and relational competence, alongside with greater resilience and work-life balance. While time constraints and systemic pressures posed challenges, participants implemented practical self-care strategies and reframed wellbeing as essential for sustainable leadership. Findings are based on a small, self-selected sample in an academic context and may be influenced by social desirability. Future studies should explore long-term impacts and organizational factors that support or hinder self-care practices in school leadership preparation programs. This study shows that integrating self-care into principal preparation programs can enhance wellbeing and resilience at work.