Abstract:

School principal is an influential and dynamic role that involves making decisions fast (Avnei Rasha, 2010; Schechter, 2022). In recent years, the changing reality: the COVID-19 pandemic and the increasing use of technology, have dramatically influenced the uncertainty in the education system. It impacts school principals' decisions, teachers' work and students' learning. The role of school principals has become more complex, and they have to cope with professional and personal resilience and crisis situations. This role is characterized by emotional stress, increased responsibility and feelings of loneliness (Spillane & Lee, 2014). All this intensifies at the entry stage. New principals' experience is limited and their self-confidence and abilities have not yet been sufficiently shaped (Fisher, 2011).
The purpose of this study was to expose challenges and opportunities that school principals cope with in their first year, as it reflects from their point of view.
The method was a qualitative narrative research based on the perception that stories invite tellers to tell their narratives describe an inner dialogue and become familiar with the inherent forces in various situations (Schatz-Oppenheimer, 2021). This research examines the narratives of 22 male, first year principals after their training course. They worked in religious elementary and high school institutions in various districts in Israel. The new principals were asked to write their personal story that was directed with the question: “Tell us in detail about an empowering/meaningful/special /challenging experience that you had upon entering your role”. The participants were asked about two points in time: at the beginning of the year and at the end of the year:
The findings were based on thematic analyses of the stories and raised four main themes: Crisis management methods; Emotional management; Policy management style; Role perception.
The research contributors showed their personal and professional resilience in facing crises that arose at the early stages of their role. Discovery of the areas of knowledge, skills and other matters that are required in pre-role and on-duty executive training (Gimbel & Kefor, 2018). Further research could try to identify factors that increase resilience and a sense of success and examine the degree of persistence in the future to enable fulfilment of the role in the best possible way.

Keywords:

New school principals' narratives, professional and personal resilience, crisis management.