Resilience Capacities of Principals in High-Needs Schools in the Rio Grande Valley: A Qualitative Descriptive Study

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D)

Department

Educational Administration

Date of Award

Fall 2025

Abstract

The challenges of principalship in high-needs schools have been extensively studied. However, less attention has been given to the situational realities within a specific geographic context (Preston & Barnes, 2017). Though leaders demonstrate remarkable resilience qualities, the school context is poorly understood, resulting in many principals quitting or leaving the profession within a short period (Glazzard & Stones, 2024). This qualitative study explores the experiences of 10 principals in high-needs schools within the Rio Grande Valley (RGV) area of deep South Texas, characterizing the context of some of the poorest cities in the nation (Vasquez, 2023). Captured through a qualitative descriptive research design, research was gathered from the in-depth examination of principals’ experiences across diverse high-need schools through one-on-one virtual interviews with principals meeting criteria. Positioned on the retention gaps of different school contexts (Brauckmann et al., 2023; Grant, 2024; Lipke & Manaseri, 2019; Pendola & Fuller, 2018; Pendola & Fuller, 2022), this study investigates resilience in leadership and explores how it can moderate negative impacts on principals’ psychological capital (PsyCap) and well-being (Albuquerque Pai et al., 2024). Major findings reveal that principals in high-need schools confront shocking socioeconomic and student challenges, navigate stressful demands and administrative pressures, and yet persist in purposely fostering a caring school culture. This study describes actionable recommendations for educational policymakers and district leaders to provide targeted support, such as mentoring, mental health resources, and reduced administrative burdens to principals in challenging schools. Leadership programs could incorporate resilience-building skills through coursework on real situations to equip future principals who may lead this type of school. The main purpose of this research is to provide insight for supporting leaders in similar contexts and raise awareness for the capacities that may improve the future retention rates of principals in schools that require continuity in leadership.

Advisor

Peter Williams

Subject Categories

Education

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