Resilience and Emotional Regulators In Challenging Situations: Malaysian High Performing Primary School Head Teachers
1Hamidah Che Abdul Hamid, 2*Puspa Liza Ghazali and 3Ahmad Firdause Md.Fadzil 1, 2 & 3 Faculty of Economic and Management Sciences, Universiti Sultan Zainal Abidin, 21300 Kuala Nerus, Malaysia 1 Jabatan Pendidikan Negeri Kelantan, Kompleks JPN Tunjong, 16010 Kota Bharu, Malaysia Corresponding author Email: puspaliza@unisza.edu.my

Universiti Sultan Zainal Abidin, Terengganu, Malaysia

Abstract

ABSTRACT
This study investigates resilience and regulation of emotions which contributes to resilience leaders among high performing primary school head teachers in Malaysia. This article draws upon on qualitative data of the case studies about outstanding primary school leaders. Prolonged exposures of long working hours, personal demands, increased workloads, pressure to do more with less, difficulty setting limit and boundaries, constant and uncertainty in educational change. The uncertainty changes of Global Covid-19 pandemic catastrophe have stopped face to face teaching which creates a lot challenges situation for schools. Hence, it is vital for educational leaders to develop resilience for school leaders and strengthen them to face the challenges. All those uncertainties provide stress to school headteachers. The capacity of professional successful despite the uncertainty rooted resilient factors. Two areas of literature which covered emotional regulation dan resilience are reviewed and critically discussed to serve the context of this study. Both emotional regulation and resilience are ability to personal successful and psychosocial strength. It involves emotional, behaviors, thoughts and actions that can be learned and developed in anyone. Semi-structured interviews were conducted with head teachers in Malaysian Primary Schools. It involved six head teachers, one president of head teachers^ council and one in the state education department. A review of the literature provides an insight to inter-related insight of high performing head teachers with emotional regulators and resilient context. The Interpretive Phenomenological Analysis is a chosen framework for analysis, as it allows the exploration of individuals^ experience and perceptions (Chamberlain, 1999- Smith & Osborn, 2003). Findings reported intensity of emotional experiences in the workplace which focused on a range of resilient strategies by the high Performing head teachers. Recommendations are ma

Keywords: Keywords: head teacher- high performing- emotional regulators- resilient- educational change-

Topic: Education