Title: Wellness of School Administrators: An Integrative Review of Occupational Stress, Resilience, and Institutional Support
Authors: Rosario M. Pepito
Volume: 10
Issue: 4
Pages: 361-366
Publication Date: 2026/04/28
Abstract:
The wellness of school administrators has emerged as a significant concern in contemporary educational leadership due to the growing complexity of school management, accountability demands, and the multiple pressures associated with leading educational institutions. This study employed an integrative review to synthesize existing literature on the wellness of school administrators, with particular emphasis on occupational stress, resilience, and institutional support. As a review method, the integrative approach enabled the inclusion of diverse forms of evidence, including qualitative, quantitative, mixed-methods, and theoretical studies, in order to generate a comprehensive understanding of the topic. The review process involved the formulation of a guiding research question, systematic literature search, screening and selection of relevant studies, critical appraisal of evidence, and thematic narrative synthesis. The findings revealed three major themes: occupational stress as a defining challenge in school leadership, resilience as a protective and adaptive capacity, and institutional support as a necessary condition for administrator well-being. The literature indicates that school administrators face persistent stress arising from workload, role complexity, and accountability pressures, while resilience helps them cope with these demands through adaptive and reflective practices. At the same time, supportive institutional structures play a crucial role in sustaining administrator wellness. Overall, the study concludes that the wellness of school administrators is shaped by the interaction of personal, professional, and organizational factors, highlighting the need for more responsive policies and support systems that promote sustainable and humane educational leadership.