This chapter uses findings derived from interviews with 13 Ontario (Canada) secondary school principals to identify conditions that contribute to emotional labor, experienced in their work. Five workplace conditions that heighten participating principals' emotional labor emerged from the interviews, including advocating for students, work intensification, navigating their local policy context, managing workplace conflict and crises or tragedies in the school community. The findings suggest a need to clarify legislated expectations and responsibilities placed on principals to accurately reflect their work and counter the impact of work intensification. Principals could benefit from additional supports to deal with the impact(s) of work intensification, shepherding the school through crises or navigating shifting policy contexts and conflicts in the workplace. Rather than treating the symptoms that result from emotional labor, concrete efforts are needed to change the culture of the principalship in order to maximize the impact of leadership on student achievement.
Hauseman, C. (2022), "Workplace Conditions That Contribute to Principals' Emotional Labor", Chitpin, S. and White, R.E. (Ed.) Leading under Pressure (Transforming Education Through Critical Leadership, Policy and Practice), Emerald Publishing Limited, Bingley, pp. 3-19. https://doi.org/10.1108/978-1-80117-358-220221002
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