Document Type

Dissertation

Degree

Doctor of Education (EdD)

Major/Program

Educational Leadership

First Advisor's Name

Daniel Saunders

First Advisor's Committee Title

Committee Chair

Second Advisor's Name

Ethan Kolek

Second Advisor's Committee Title

Committee Member

Third Advisor's Name

James Burns

Third Advisor's Committee Title

Committee Member

Fourth Advisor's Name

Jessica Heybach

Fourth Advisor's Committee Title

Committee Member

Keywords

emotional labor

Date of Defense

6-26-2024

Abstract

Few institutions or organizations in America make a substantial, impactful impression on our society as a whole (Tschannen-Moran & Gareis, 2015). The American educational system is one of them. The leader of our schools is the principal, an essential position (Fullan, 2014; Leithwood et al., 2004; Wallace Foundation, 2013). This role comes with a myriad of responsibilities (Tschannen-Moran & Gareis, 2015), which are emotionally demanding and lead to emotional labor.

The purpose of this qualitative study is to explore how principals experience and understand emotional labor in Title I elementary school settings by asking them about their daily interactions. In addition, I seek to understand how they manage emotional labor, if they do, and what experiences, if any, prepared them for dealing with it. This gained knowledge will assist in addressing the cited consequences of emotional labor on the position, such as stress, emotional exhaustion, burnout and leaving the profession.

The results showed that principals do experience emotional labor. However, they do not recognize it as such. The term “emotional labor” has not been codified within the profession providing a lexicon for discussions of experiences or methods of managing it. Principals need to be trained on ways to mitigate the negative effects of emotional labor.

Identifier

FIDC011038

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