Abstract
Purpose. The purpose of this study was to identify the internal and external variables utilized by thriving elementary principals in leadership and to identify and describe the organizational characteristics which support thriving as perceived by elementary school principals. Methodology. The subjects in the present study were twenty-five elementary school principals represented by eight schools in six districts: two urban, three suburban, and three rural. Subjects responded to a survey questionnaire with Likert rating scale and short-answer questions. Five surveys were selected for follow-up interviews. The interview process included six structured interview questions investigating principal perceptions of individual abilities to thrive as well as organizational characteristics supporting thriving. Findings. Examination of quantitative and qualitative data indicated that all internal variables from the resilience literature with the exception of spirituality/faith, high tolerance for ambiguity, empathy, and positive self-esteem, were utilized to a great extent by thriving principals. The most critical external variables to thriving included professional colleagues and support of family. District organizations can support thriving by (1) fostering a positive organizational climate characterized by a trusting and supportive environment, recognition and celebration of successes, clear expectations and policies, and ongoing professional development; (2) having a superintendent who is actively involved with school site administrators; and (3) supporting principals' autonomy in decision-making on their respective school sites. Conclusions. The study data support the following conclusions: (1) elementary principals working in isolation are at high-risk during adversity; (2) the superintendent and the organization have a significant influence on thriving; (3) the support of family is a vital factor in thriving; and (4) an individual's personal values, core educational values, ability to solve problems, and ability to persevere are critical variables in thriving. Recommendations. Further research is advised including (1) restructuring of school leadership roles to prevent isolation (flexible principalship models); (2) increasing superintendent/principal interactions; (3) executive coaching; (4) extensive training at university/district levels; (5) ongoing professional development; (6) regular celebration of principal achievements; (7) inclusion of family and loved ones at social events.