Failing the Exam, but Sustaining the Leadership: Perceptions of School Heads on Their Journey of Resilience

Failing professional exams reduces motivation. Using a qualitative descriptive design, I explored school heads' perceptions of regaining motivation to continue leading after failing the National Qualifying Examination for School Heads. I conducted interviews and focus group discussions with 15 purposively selected school heads and analyzed the data using thematic analysis. I found out that school heads sustain leadership by exercising autonomy, building competence through resilience, and maintaining strong relationships with others; they remain accountable and committed to serving their school communities with integrity despite challenges; and validation from others strengthens their confidence, enabling them to continue leading with resilience and purpose. Educational policies may be reviewed to strengthen leadership resilience through autonomy, competence, collaboration, accountability, and support systems. Future research may test autonomy and competence as mediators and develop a validated instrument using EFA.

Failing the exam, sustaining the leadership, perceptions of school heads, journey of resilience

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