Strategic Thinking, School Culture, and Resilience on Managerial Capabilities of School Leaders

The study examined the relationship between strategic thinking, school culture, resilience, and the managerial capabilities of school leaders in public schools of Valencia city division. Recognizing that managerial capabilities are vital for effective school leadership and the achievement of educational goals, the research addressed the context of a nationwide shortage of qualified principals and systemic gaps in leadership development. A quantitative research design was employed, utilizing adapted survey instruments to assess strategic thinking, school culture, resilience, and managerial capabilities among school leaders during the second semester of the school year 2024– 2025. Participants were drawn from a representative sample of 250 from the public-school leaders of Valencia city division, and data were analyzed using descriptive statistics, correlation, and multiple regression analysis. Findings from the literature and preliminary data indicated that strategic thinking, a positive school culture, and resilience were positively associated with enhanced managerial capabilities. Leaders who demonstrated systems thinking, fostered collaborative school cultures, and exhibited resilience were found to be more effective in addressing challenges and sustaining school improvement. Moreover, Resilience-particularly the sub-variables of Control, Resourcefulness, and Involvement-plays the most significant role in enhancing school leaders’ managerial capability. The results of the study provided a baseline for designing leadership training programs and policy interventions aimed at strengthening managerial skills among school leaders. Addressing gaps in strategic thinking, school culture, and resilience was concluded to be essential for ensuring that every school was led by a competent leader capable of navigating complex educational challenges and delivering quality education