Stress and Coping Among Culturally and Linguistically Diverse (CALD) School Leaders in Victorian Schools, Australia

Abstract

This study stemmed from prior research which revealed that leaders from Culturally and Linguistically Diverse (CALD) backgrounds often encounter significant stress due to the challenges they face as ethnic minorities. It also revealed variations in the coping strategies employed by these leaders. The current research, focusing on two participants from the initial study, holds particular significance as it allows for an initial exploration of the experiences of CALD leaders within Victorian public schools. The primary stressors identified encompassed microaggressions related to race, gender, and, to a lesser extent, socioeconomic class.

The study utilised the Ferris et al. (2014) model to investigate effective coping strategies for mitigating participant stress and fostering psychological and physiological well-being. Furthermore, the study suggests that comprehending the stressors and coping mechanisms in evidence in organisational settings, such as schools, can better support aspiring CALD leaders during their transition to leadership roles.