School principals growing positive affect and sustaining overall satisfaction with life contributes to engaging positively with school community
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Paper/Presentation Title | School principals growing positive affect and sustaining overall satisfaction with life contributes to engaging positively with school community |
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Presentation Type | Other |
Authors | |
Author | Carter, Susan |
Journal or Proceedings Title | European Educational Research Association 2018 Conference Online Programme/Abstract Database |
Year | 2018 |
Place of Publication | Berlin, Germany |
Web Address (URL) of Paper | https://eera-ecer.de/ecer-programmes/conference/23/contribution/43871/ |
Conference/Event | European Educational Research Association 2018 Conference (ECER 2018) |
Event Details | European Educational Research Association 2018 Conference (ECER 2018) Event Date 03 to end of 07 Sep 2018 Event Location Bolzano, Italy |
Abstract | Over the last decade there has been a focus to improve student attainment levels and be inclusive of all students, especially our most disadvantaged. This improvement can be seen to occur through enhancing leadership capacity (Riley & Mulford, 2007), and opportunity, in order to improve outcomes. Simultaneously a cacophony of educational leaders have described issues with job complexity and difficulty sustaining personal well-being (Devos, Bouckenooghe, Engels, Hutton & Aelterman, 2007; Fullan, 2009, Lacey, 2007, Phillips & Sen, 2011) leading to shortages as people choose not to undertake leadership roles (Norton, 2015). Research has shown that principals are unlikely to confide in a college if they are having issues with sustaining their well-being (Lacey, 2007: Carter, 2016), and this can lead to serious stress (Riley, 2013; 2015) affecting job performance and overall satisfaction with life (De Nobile & McCormick, 2010). This concern has been voiced both nationally and internationally (Devos, et al., 2007; Engels, Hutton, Devos, Bouckenooghe, & Aelterman, 2008; Riley, 2015). In 2010, Hurrell raised the issue that researchers still have much to learn about well-being in the workplace and there is minimal research into how experienced educational leaders sustain their well-being (Carter, 2016). This paper contributes to this research gap. The main purpose of this study was to understand from the perspectives of principals, their experiences and how they maintained SWB to competently perform their role (i.e., lead a quality school) and in so doing understand those factors, which influence school leaders’ SWB and the various approaches used by the participants to maintain their SWB. Specific key aims that directed the study were: This paper illustrates a framework in action detailing how participants sought to grow positive affect and sustaining overall satisfaction with life in a manner that helped them to engage positively with the school community. |
Keywords | participation and learning; health and subjective Well-being |
ANZSRC Field of Research 2020 | 390403. Educational administration, management and leadership |
Public Notes | Abstract published in Online Programme/Abstract Database. No evidence of copyright restrictions preventing deposit of Accepted Version. |
Byline Affiliations | School of Linguistics, Adult and Specialist Education |
Institution of Origin | University of Southern Queensland |
https://research.usq.edu.au/item/q4yw1/school-principals-growing-positive-affect-and-sustaining-overall-satisfaction-with-life-contributes-to-engaging-positively-with-school-community
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