Publication Title

European Journal of Training and Development

Document Type

Article

Abstract/Description

Purpose: This study investigates the well-being of public-school assistant principals by examining how socio-cognitive mindfulness (SCM), psychological capital (PsyCap), tenure, and perceived supervisor support (PSS) contribute to their experience of thriving, a construct reflecting overall well-being.

Design/Methodology: This cross-sectional quantitative study explored the mediating role of PsyCap, PSS, and tenure in the relationship of SCM and thriving among public school assistant principals in Texas.

Findings: SCM, PsyCap, and PSS were all positively associated with holistic thriving. PsyCap fully mediated the relationship between SCM and thriving, but PSS did not mediate it. This study identified a portable resource-building route (SCM → hope/efficacy/resilience/optimism) by which individuals can maintain well-being while navigating identity disruption, increased accountability, and ambiguous authority typical of “sandwiched” middle management roles.

Originality: This study addressed a gap in educational leadership and human resource development (HRD) literatures by testing SCM’s predictive relationship with holistic well-being, among the under-researched population of school assistant principals, highlighting the role of positive psychological resources and supportive work environments. SCM, which is amenable to brief training interventions, can positively influence overall thriving, a cross-domain construct associated with overall positive life outcomes. The study highlights the value of strengthening supportive work environments for complex, high-demand roles where employees must continuously learn and adapt. As such, this study contributes to the understanding of mid-manager role by focusing on the school assistant principal.

Department

Educational Leadership

DOI

https://doi.org/10.1108/EJTD-05-2025-0088

Date

2026

Comments

Advance online publication.

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