Nine semi-structured, face-to-face interviews were conducted to examine and explore how seven middle and two high school female principals in Georgia achieved balance among and enjoyment in the four life quadrants of work, family, friends, and self. The results from this qualitative, phenomenological investigation confirm the challenging, dynamic, and demanding occupational stressors associated with 21st school leadership; describe the participants’ lived experiences as they relate to the confluence of family commitments and the responsibilities of the principalship; communicate the physical and psychological impact of the principal’s role on holistic health, and the coping strategies implemented to manage occupational and personal stressors; and discuss how a shift in the ideology and mindset of district leaders could support female middle and high school principals. Findings from this investigation describe the specific methods the participants utilized to nurture themselves physically, emotionally, and spiritually. Conclusions and recommendations for district leaders and school systems are included for consideration as educational stakeholders work to create collaborative partnerships with current and aspiring female leaders. This investigation provides rich, descriptive insights into the unique stressors experienced by female middle and high school principals and their collective worldview on the “essence of stress and work-life balance” for the secondary administrator.
","abstract_html":"<p>Nine semi-structured, face-to-face interviews were conducted to examine and explore how seven middle and two high school female principals in Georgia achieved balance among and enjoyment in the four life quadrants of work, family, friends, and self. The results from this qualitative, phenomenological investigation confirm the challenging, dynamic, and demanding occupational stressors associated with 21st school leadership; describe the participants’ lived experiences as they relate to the confluence of family commitments and the responsibilities of the principalship; communicate the physical and psychological impact of the principal’s role on holistic health, and the coping strategies implemented to manage occupational and personal stressors; and discuss how a shift in the ideology and mindset of district leaders could support female middle and high school principals. Findings from this investigation describe the specific methods the participants utilized to nurture themselves physically, emotionally, and spiritually. Conclusions and recommendations for district leaders and school systems are included for consideration as educational stakeholders work to create collaborative partnerships with current and aspiring female leaders. This investigation provides rich, descriptive insights into the unique stressors experienced by female middle and high school principals and their collective worldview on the “essence of stress and work-life balance” for the secondary administrator.</p>","abstract_has_math":false,"creators":["Corbett, Brandy Bray"],"institution":null,"degree_name":"Doctor of Education in Education Administration (Ed.D.)","degree_level":"Dissertation (restricted to Georgia Southern)","degree_discipline":"Department of Leadership, Technology, and Human Development","degree_department":null,"school":null,"contributors":["Teri Denlea Melton","Stephen Smith"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-01-01T08:00:00Z","date_published":"2014-01-01T08:00:00Z","updated_at":"2026-07-24T02:27:52Z","subjects":["ETD","Leadership","Work-Life Balance","School Principals","Job Satisfaction","Occupation Stressors","Educational Administration and Supervision","Educational Leadership","Elementary and Middle and Secondary Education Administration"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.georgiasouthern.edu/etd/1122","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Teri Denlea Melton","Stephen Smith"]},{"key":"dc:creator","label":"Author","values":["Corbett, Brandy Bray"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2014-04-11T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Department of Leadership, Technology, and Human Development"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation (restricted to Georgia Southern)"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Education Administration (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ETD","Leadership","Work-Life Balance","School Principals","Job Satisfaction","Occupation Stressors","Educational Administration and Supervision","Educational Leadership","Elementary and Middle and Secondary Education Administration"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.georgiasouthern.edu/etd/1122"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Nine semi-structured, face-to-face interviews were conducted to examine and explore how seven middle and two high school female principals in Georgia achieved balance among and enjoyment in the four life quadrants of work, family, friends, and self. The results from this qualitative, phenomenological investigation confirm the challenging, dynamic, and demanding occupational stressors associated with 21st school leadership; describe the participants’ lived experiences as they relate to the confluence of family commitments and the responsibilities of the principalship; communicate the physical and psychological impact of the principal’s role on holistic health, and the coping strategies implemented to manage occupational and personal stressors; and discuss how a shift in the ideology and mindset of district leaders could support female middle and high school principals. Findings from this investigation describe the specific methods the participants utilized to nurture themselves physically, emotionally, and spiritually. Conclusions and recommendations for district leaders and school systems are included for consideration as educational stakeholders work to create collaborative partnerships with current and aspiring female leaders. This investigation provides rich, descriptive insights into the unique stressors experienced by female middle and high school principals and their collective worldview on the “essence of stress and work-life balance” for the secondary administrator.
"]},{"key":"dc:title","label":"Title","values":["Achieving Work-Life Balance: Perspectives of Female Principals"]}]}],"canonical_facts":{"dc:contributor":["Teri Denlea Melton","Stephen Smith"],"dc:creator":["Corbett, Brandy Bray"],"dc:date.available":["2014-04-11T07:00:00Z"],"dc:description.abstract":["Nine semi-structured, face-to-face interviews were conducted to examine and explore how seven middle and two high school female principals in Georgia achieved balance among and enjoyment in the four life quadrants of work, family, friends, and self. The results from this qualitative, phenomenological investigation confirm the challenging, dynamic, and demanding occupational stressors associated with 21st school leadership; describe the participants’ lived experiences as they relate to the confluence of family commitments and the responsibilities of the principalship; communicate the physical and psychological impact of the principal’s role on holistic health, and the coping strategies implemented to manage occupational and personal stressors; and discuss how a shift in the ideology and mindset of district leaders could support female middle and high school principals. Findings from this investigation describe the specific methods the participants utilized to nurture themselves physically, emotionally, and spiritually. Conclusions and recommendations for district leaders and school systems are included for consideration as educational stakeholders work to create collaborative partnerships with current and aspiring female leaders. This investigation provides rich, descriptive insights into the unique stressors experienced by female middle and high school principals and their collective worldview on the “essence of stress and work-life balance” for the secondary administrator.
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