Evolving job demands: how elementary school principals take care of themselves to support their resiliency and retention

Lindsay, Heidi Ann (2023) Evolving job demands: how elementary school principals take care of themselves to support their resiliency and retention. Doctoral thesis, Northern Arizona University.

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Abstract

The purpose of this qualitative transcendental phenomenological study was to examine the lived experiences of female elementary school principals as they navigate workplace stress and personal well-being. Work intensification and subsequent stressors for school principals are not a recent phenomenon; however, the impact of the COVID-19 pandemic on students and staff coupled with the pandemic-era national political climate have created an unprecedented context for educational leaders. There is a lack of research concerning changes in principal stress, including female school leaders who are more susceptible to job-related stress, and resiliency after a multi-year global pandemic. The aim was to contribute to the research to support principal well-being and retention. Participants included eight female elementary school principals within two districts located in the Phoenix metropolitan area. This qualitative study captured data from participants through a preliminary demographic survey and one-to-one interviews. Interviews were semi-structured with questions aligned to the three research questions guiding this study. Research question 1 addressed principals experienced with job-related stress over time, including during the COVID-19 pandemic. Findings revealed participant well-being is being negatively impacted by job-related stress, and this stress has worsened since the onset of the COVID-19 pandemic. Stressors of staffing and balancing teacher well-being, student discipline, parents, district initiatives, rebounding from the pandemic, and personal tragedies all surfaced as themes. Job-related stress was found to negatively impact participants within and outside of the workplace through moods, behaviors, feelings of isolation, impacts to relationships with loved ones, and inability to disengage. Research question 2 addressed the coping strategies used by participants to mitigate job-related stress. Participants identified multiple ways they cope with the stress they experience which included the themes of establishing boundaries, time with family and friends, exercise, and reflection/mindsets. Research question 3 addressed whether stress-coping experiences influenced their desire to remain in their role. While the majority of participants described their deep commitment to the educational field, they shared how their stress-coping strategies are not enough to support a desire to remain in their principal roles long-term.

Item Type:	Thesis (Doctoral)
Publisher’s Statement:	© Copyright is held by the author. Digital access to this material is made possible by the Cline Library, Northern Arizona University. Further transmission, reproduction or presentation of protected items is prohibited except with permission of the author.
Keywords:	COVID-19; educator retention; occupational stress; Elementaryschool principals; stress mitigation; well-being
Subjects:	L Education > LB Theory and practice of education > LB1501 Primary Education
NAU Depositing Author Academic Status:	Student
Department/Unit:	Graduate College > Theses and Dissertations College of Education > Educational Leadership
Date Deposited:	19 May 2025 17:21
Last Modified:	19 May 2025 17:21
URI:	https://openknowledge.nau.edu/id/eprint/6157

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