Abstract:

Resilience has been identified as a marker of stress coping capacity, and in light of this, it may be a key variable to consider while attempting to comprehend interpersonal dynamics in the context of a professional school. Three fundamental theoretical tenets—the theory of social learning (Bandura, 1989), cognitive-behavioral theory (Beck, 1976), and health realization theory—form the foundation of the resilience idea (Mills, 1991). The cognitive-behavioral theory introduces cognition as a vital element of human functioning, whereas social learning theory explains how human behavior is learned and patterned by observing other people's conduct and incorporating what is seen into one's own set of behaviors. Finally, the theory of achieving health recognizes and connects our thoughts, perceptions, and behavioral modeling. In this paper, we identify possible indicators relevant for primary school principals based on the CD – RISC (Connor-Davidson Resilience Scale) that enables them to grow through challenging experiences with supportive relationships of their colleagues.

Keywords:

Holistic approach, learning, lifelong education, personal growth, resilience.