Absenteeism

, 80–81

Adaptability

, 17

Adaptive leaders

, 74

Adaptive phase

, 73–74

Adjustment

, 19

Administrative work

, 62

American Psychological Association (APA)

, 20

Attributes of resilience

, 53–55

Awareness of others

, 29

Biopsychospiritual homeostasis

, 18

Budgets

, 62

Calm

, 83

Caring for people

, 84

Challenge model

, 16–18

Change

, 10, 17

Classic stage of resilience

, 14

Cognitive flexibility

, 87

Commitment to values

, 89

Common sense

, 24

Communication

, 91

Community

, 82

Compensatory model

, 16–17

Conformity

, 8–9

Constant vigilance

, 57–58

Consultation

, 90–91

Contagion theory

, 32

Cooperation

, 91

Coping

, 19–20

COVID-19 pandemic

, 74

generating resilience in times of crisis

, 82–84

and principals’ need for resilience

, 76–82

questions

, 84

unique challenges

, 74–76

Creativity

, 87

Delayed response as resilience practice of principals

, 50–53

Detachment

, 92

Deterioration

, 19

Developing identity

, 28

Distance-learning digital platforms

, 77

Educational identity

, 88–89

Educational reforms

, 2

Effective leadership

, 28

80/20 law

, 40

Emergency phase

, 73–74

Emotional code

, 26–27

Emotional dimension

, 87–88

Emotional experiences

, 25

Emotional intelligence

, 28

Emotions

, 24–25, 83

Empathy

, 29, 88

Equality

, 6–7

Ethical dimension

, 88–90

Family

, 82

Flexibility

, 28–29

Flexible thinking

, 87

Focus

, 28–29

Focusing

, 93

Google Classroom

, 77

Growth

, 19

Haven

, 83

Help seeking

, 91

Hierarchy

, 6–7

Holocaust survivors

, 14

Hope

, 22, 45

Humane action

, 6

Identity

, 36

Individualism

, 9

Initiative

, 7–8, 28–29

Internal resilience

, 14

Leadership

, 73

Loyalty

, 89

Mental dimension

, 93

Mental resilience

, 20

Microsoft Teams

, 77

Mindfulness

, 29

Moral compass

, 88–89

Natural/life-science stage of resilience

, 14

Neuroplasticity

, 47

Nutrition

, 92

Optimism

, 28–29, 45, 93

Optimistic thinking as principals’ resilience practice

, 45–48

Organizational skills

, 28–29

Pareto principle

, 40

Pareto’s law

, 40

Personal counseling

, 90–91

Personal resilience

, 82

Personal Resilience Questionnaire (PRQ)

, 20

Perspective

, 42, 45, 93

Physical activity

, 49, 92

Physical resilience

, 50

Physical vitality as resilience practice of principals

, 49–50

Physiological dimension

, 91–92

“Positive psychology” theories

, 15–16

Positive thinking

, 87, 93

Practices of resilience

, 53–55

Presence

, 82–83

Principals

, 84

resilience

, 24

work

, 40–41

Private self

, 82

Professional educational identity as significant component of principals’ resilience

, 36–38

Professional identity

, 36

Proportion

, 42–45

Protective model

, 16–17

Psychiatry

, 15

Psychology

, 14–15

Qualities of resilience

, 14

Realistic optimism

, 48, 83

Realistic pessimism

, 48

Recovery

, 19

Renewed flexible integration

, 18

Resilience

, 10–11, 13, 15, 17, 28, 85

models

, 17–20

and principal’s emotional work

, 26–27

and principal’s emotional world

, 24–25

school leadership and

, 27–29

study of

, 14

US resilient

, 20–22

Resilience architecture

being rejected by staff

, 63–64

constant vigilance

, 57–58

job

, 58–59

key players

, 61–62

lack of administrative knowledge

, 62–63

questions

, 71

resilience-building forces

, 64–69

resilience-undermining forces

, 59–64

sense of stress

, 60–61

Resilience muscles

ability to focus principals’ resilience practice

, 40–42

delayed response as resilience practice of principals

, 50–53

developing

, 35–36

dynamics between attributes of resilience and practices of resilience

, 53–54

optimistic thinking as principals’ resilience practice

, 45–48

perspective and proportion as principals’ resilience practices

, 42–45

physical vitality as resilience practice of principals

, 49–50

professional educational identity as significant component of principals’ resilience

, 36–38

questions

, 55

sense of meaning and mission as principals’ resilience practice

, 38–40

Resilience-building forces

, 64–69

growth caused by biographical events

, 64–65

indirect support from students

, 68–69

successes

, 65–66

supportive environment

, 66–68

Resilience-undermining forces

, 59–64

Resilient leaders

conformity and self-direction

, 8–9

equality and hierarchy

, 6–7

humane action vs. task orientation

, 6

initiative and stability

, 7–8

orchestra of contradictions and conflicts

, 2–3

principal sneezes

, 1–2

purchasing desks

, 4–6

questions

, 11

super-role

, 4

teamwork vs. individualism

, 9

tightrope walker

, 3

time for resilience

, 10–11

School leadership

importance of integrating components of resilience into school management

, 29–30

impact of leadership and resilience on school environment

, 30–32

questions

, 32–33

and resilience

, 27–29

School management

, 25

Schools

, 24

Self-awareness

, 29

Self-care

, 82

Self-direction

, 8–9

Self-regulation

, 87–88

skills

, 22

Sense of meaning and mission as principals’ resilience practice

, 38–40

Sense of self-efficacy

, 88

Sleep

, 91–92

Social contagion

, 32

Social dimension

, 90–91

Social science stage of resilience

, 14–15

Social support

, 66

Stability

, 7–8, 83

Staff fatigue

, 79

Support

, 91

Task orientation

, 6

Teamwork

, 9

Tightrope walker

, 3

Time for resilience

, 10–11

Tolerance toward others’ values

, 89–90

Unrealistic optimism

, 48

Unrealistic pessimism

, 48

Visibility

, 82–83

Vision and goals

, 89

Wolff Law

, 35–36

Work

, 82

Zoom

, 77

fatigue

, 79