LEADERSHIP IN FOSTERING INTELLECTUAL WELLNESS FOR SCHOOL ADMINISTRATORS IN THE 21ST CENTURY

Abstract

This academic article aims to synthesize the concepts of leadership for fostering the intellectual wellness of school administrators in the 21st century. This is examined within the volatile and complex context of a VUCA world, where traditional administrative approaches are no longer sufficient. The study compiles theoretical concepts related to leadership and intellectual wellness, the latter of which is defined as a state in which an individual lives mindfully, possesses the ability to analytically discern benefits from harm, and achieves self-awareness, leading to inner peace.

Modern school administrators must transition from the role of a 'Manager' to that of a 'Learning Leader' to create an ecosystem conducive to intellectual growth. This requires fulfilling four crucial roles: 1) Cultivating a culture of learning that promotes lifelong learning, 2) Serving as a trustworthy and respected intellectual and ethical role model, 3) Guiding stakeholders toward critical digital literacy, and 4) Creating a space of psychological safety that encourages staff and students to express themselves creatively. These actions will transform the educational institution into an 'intellectual organization,' sustainably prepared to face future challenges.