Ganbatte! Lessons in Resilience for School Leaders

ASMSA Executive Director Corey Alderdice explores the concept of ganbatte, a Japanese philosophy of resilience and steady effort, as presented in Albert Liebermann’s book Ganbatte! The Japanese Art of Always Moving Forward. Applying these principles to the world of school leadership, we discuss how small, consistent actions, a focus on process over perfection, and a collective approach can help leaders navigate challenges with patience and purpose. Tune in to discover how ganbatte can inspire a culture of perseverance and hope in schools, fostering meaningful progress for both leaders and their communities.

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Transcript

Today, we’re exploring a concept that’s simple yet profoundly impactful for those of us in school leadership: ganbatte. This Japanese term, which loosely translates to “Do your best” or “Keep moving forward,” is at the heart of Albert Liebermann’s book, Ganbatte! The Japanese Art of Always Moving Forward. It’s not about perfection or achievement in the conventional sense; instead, it’s about the quiet resilience and steady effort that propels us forward, even when the journey feels uphill.

As school leaders, we often find ourselves juggling so many roles—problem-solver, motivator, disciplinarian, visionary—that it’s easy to get overwhelmed. We operate in a space where expectations are sky-high, resources are finite, and the stakes, quite frankly, are enormous because they’re tied to the futures of young people. Liebermann’s philosophy of ganbatte provides a refreshing lens through which we can navigate these pressures.

So, what does ganbatte mean in practice for school leadership? It starts with the idea of showing up—not just physically, but mentally and emotionally. One of the key takeaways from Liebermann’s book is the importance of incremental progress. In Japan, there’s a deep cultural respect for small, steady steps. Whether you’re a craftsman perfecting your skill, an athlete training for a marathon, or a school leader facing a mountain of challenges, the emphasis isn’t on overnight success. It’s on persistence.

Think about those particularly difficult days—maybe it’s budget season, or you’re managing a staffing shortage, or perhaps you’re dealing with a community conflict. On days like those, it’s tempting to look for quick fixes or dramatic solutions. But Liebermann reminds us that progress doesn’t have to be dramatic to be meaningful. Sometimes, it’s about tackling one problem at a time, celebrating small wins, and simply continuing to put one foot in front of the other.

There’s also something deeply humbling and empowering about the ganbatte mindset: it acknowledges that effort matters as much as—if not more than—outcomes. As school leaders, we’re often judged by metrics: test scores, graduation rates, enrollment numbers. And while those are important, ganbatte invites us to shift our focus toward the process. Are we creating a culture of care and learning in our schools? Are we modeling resilience for our staff and students? Are we doing our best to plant seeds for growth, even if we won’t be there to see the full harvest? Those are the questions worth sitting with.

Liebermann also highlights the role of community in the ganbatte philosophy. In Japan, the concept often unfolds in a collective context—teams, families, and neighborhoods rally together to overcome challenges. For school leaders, this is a powerful reminder that we’re not meant to carry the weight alone. Ganbatte doesn’t mean we have to be martyrs to the cause; it means we invite others into the effort. Whether it’s empowering teacher leaders, engaging parents, or fostering collaboration among administrators, our work is strongest when it’s shared.

I think of those moments when a school crisis hits—maybe a natural disaster, or even just the disruption of a major schedule change—and everyone bands together to find a solution. Those moments reflect ganbatte at its best: collective effort, steady progress, and an unspoken understanding that the way forward is simply to keep going, together.

But let’s be honest: persistence isn’t always glamorous. It can feel exhausting, even monotonous. That’s why Liebermann emphasizes the importance of mindset. Ganbatte is as much about attitude as it is about action. It’s not about pushing through blindly or burning ourselves out. Instead, it’s about embracing the rhythm of consistent effort with patience and self-compassion.

For school leaders, this might mean reframing how we approach setbacks. A failed initiative? It’s a chance to regroup. A tense meeting with a parent or a teacher? It’s an opportunity to rebuild trust. Ganbatte doesn’t ask us to ignore the frustration or pain that comes with challenges—it just asks us not to let those emotions have the final say.

And finally, there’s a quiet optimism baked into ganbatte. Liebermann’s book makes it clear that moving forward is itself an act of hope. Every small step, every effort, is a declaration that we believe things can and will improve. As school leaders, this sense of hope is critical—not just for us, but for the people we lead. When staff and students see us persevering with integrity and purpose, they’re more likely to do the same. Our resilience has a ripple effect.

As we wrap up, I want to leave you with this thought: Ganbatte isn’t about perfection, nor is it about pushing ourselves to the brink. It’s about showing up, doing what we can with what we have, and trusting that steady effort will lead to meaningful progress. Whether you’re leading a small rural school or a sprawling urban district, the principles of ganbatte remind us that there’s beauty—and power—in simply moving forward.

So, the next time your day feels overwhelming or the challenges seem insurmountable, pause and remember: ganbatte. Do your best. Keep going. Not because everything will be perfect, but because your effort, your persistence, and your quiet resilience matter more than you know.