Academic institutions

, 31

Academic success

impact of community-based interventions

, 78

diet quality’s influence on

, 73–74

food insecurity’s influence on school engagement

, 76

food insecurity’s psychological outcomes influence on

, 75

negative outcomes

, 77–78

impact of school food supplementation programs

, 77

Accountability

, 101–103, 108, 155

“Achievement gap”

, 100

Action

, 37

Adaptive challenges

, 166–167

Adaptive leadership

, 168

Additional funding

, 60–61

Adebowale Report

, 42

Adult development (AD)

, 164–165, 169–170

cup four meaning-making

, 180–181

cup one meaning-making

, 175–176

cup three meaning-making

, 178–180

cup two meaning-making

, 176–178

Affect in school leadership

, 3–4

Alignment

, 30

Analysis of variances (ANOVAs)

, 84

Analytical resources

, 55–56

Analytical strategy

, 106–107

Angiolini Review

, 42

Anxiety

, 75–76

“Aspiring Principals Leadership Program”

, 61

Auctor

, 55–56, 67

Australi, principals in

, 156–159

Australian Curriculum and Reporting Authority (ACARA)

, 58–59

Australian Statistical Geographic Standard (ASGS)

, 59

“Becoming” process

, 26–27

Bilbul Public School

, 62–64

Biological requirements for human survival

, 73

Black, Indigenous, and People of Color (BIPOC)

, 34–35

Black Lives Matter (BLM)

, 41–42, 45

Body mass index (BMI)

, 74

Boston Consultancy Group (BCG)

, 57

Bourdieu’s concepts

, 186

Bourdieusian concepts

, 188

Canada Health Act (1984)

, 22–23

Canadian household food insecurity

, 73–74

Canadian principals

, 15–16

Capital

, 188

Center for Education Statistics and Evaluation (CESE)

, 56, 59

Chief Executive Officer

, 36–37

Choice

, 103

Cognitive emotion work

, 4–5

“Collaborative learning”

, 125–126

Collateral damage

, 123

in education

, 124

Collège d’enseignement général et professionnel (CEGEP)

, 27

Colonization

, 22–23

Commission on Race and Ethnic Disparities (CRED)

, 41–42, 44, 46

Commitment

, 30

Communication

, 37

Community-based interventions, impact of

, 78

Competition

, 157

Complexity

, 176

Conservative government

, 149

“Consumer sovereignty”

, 54

Contemporary principalship

culture of contemporary principalship

, 16

emotional aspects of contemporary principalship

, 14

Conventional Western

, 166

“Cooperative learning”

, 125–126

Coping strategies by BWS

, 134–135

Core Leadership Capacities (CLCs)

, 167

Correlational analysis

, 87

COVID-19 pandemic

, 41–42, 44, 187

impact on Thai Principal

, 122–123

on schooling in Thailand

, 123

Credibility

, 107

Critical bifocality

, 101, 107, 113–114

Critical grounded theory

, 165–166

Critical race theory (CRT)

, 44–46

Curiosity

, 177

Curriculum

, 31–32

development and considerations

, 32–35

of instruction

, 44

Cynefin Framework

, 167–168

Data analysis

, 8

Data scoring

, 83–84

Decolonization

, 23

Deep acting

, 4–5

Department for Education (DfE)

, 54, 155

Developmental Model of Intercultural Sensitivity (DMIS)

, 172

Diet quality’s influence on academic success

, 73–74

Direction

, 30

Disagreements over policy

, 11

Diversity

, 165–166

Dual-stage approach

, 8

Economic crises

, 122

Education, collateral damage in

, 124

Education Act (1900)

, 53–54

Education Equity Action Plan

, 164

Education in South-East Asia

, 123

Education policy

, 43–44

Education Quality and Accountability Office (EQAO)

, 71–73

correlational analysis

, 87

data collection procedure

, 82–83

data scoring

, 83–84

diet quality’s influence on academic success

, 73–74

influence of weight status on academic success

, 74–78

literature review

, 73–74

methodology

, 81–84

NEMS-S

, 82

OKGF

, 88

phase one

, 81

phase two

, 81–82

qualitative analysis

, 84–86

quantitative analysis

, 86–87

results

, 84–87

statistical analysis

, 84

test

, 78

theoretical framework

, 78–81

Education Reform Act (1988)

, 43

Educational inequalities

, 128

Educational programs

, 150–151

Educational strategies

, 34

Educators in Ontario

, 149

Effective school leadership practice

, 3–4

Emotion in school leadership

, 3–4

Emotional aspects of contemporary principalship

, 14

Emotional labor

, 4–6

conditions contributing to principals

, 8–14

disagreements over policy

, 11

emotional labor impact on school principals

, 5–6

encountering barriers as advocating for students

, 8–9

identified conditions leading to principals experiencing

, 6

tragedies or difficult issues

, 12–14

work intensification

, 10

workplace conflicts

, 11–12

Empowering medical learners

, 31–32

England, principals in

, 153–156

English Language Learners (ELL)

, 104

Equity

, 176

Equity, diversity, and inclusion (EDI)

, 22

challenges in medical culture

, 25–26

leadership excellence through

, 35–37

Ethnicity

, 41–43

Every Student Succeeds Act

, 71–72

Experience

, 155

of cultural difference

, 172

External stressors

, 75

Facial expression

, 4–5

Faculty

management

, 193–195

outcomes

, 35

“Feeling rules”

, 4

Field

, 187–189

Fluid society

, 54

Food adequacy

, 73–74

Food insecurity

, 72

influence on school engagement

, 76

psychological outcomes influence on academic success

, 75

Full-Time Equivalent (FTE)

, 56–57

Good leader

, 37

Government schools

, 56–57

Group learning

, 125–126

Historically persistent socioeconomic inequalities

, 126–127

Human diversity

, 165–166

Human survival, biological requirements for

, 73

Hurricane Katrina

, 124

“Hyperactivism”

, 44

Implementation

, 34–35

In-formative learning

, 170

Inclusivity

, 35–36

Incredible Community

, 155

Index of Community Socio-Educational Advantage (ICSEA)

, 59

Indian Act (1876)

, 22–23

Indian Health Policy (1979)

, 22–23

Indigenous peoples of Canada

, 22–23

Individualized Education Plans (IEP)

, 104

Inequities

, 62–65

Informational learning

, 169

Institute of Aboriginal Peoples’ Health Leadership (IAPH)

, 23

Institutional racism

, 46

Institutional review board (IRB)

, 105

Interim Federal Health Program

, 30

International Monetary Fund (IMF)

, 127

Intersectionality

, 25–26, 166–167

Interviews

, 8

Labor forces

, 127–128

Lammy Review

, 42

Leaders

, 31–32, 177

in modern organizations

, 166–167

Leadership

, 22, 30, 186–187

colonization

, 22–23

curriculum and empowering medical learners and leaders

, 31–32

curriculum development and considerations

, 32–35

decolonization

, 23

EDI challenges in medical culture

, 25–26

excellence through EDI

, 35–37

future

, 31

good leader

, 37

in medical education

, 26

excellence through EDI

, 35–37

learner and faculty outcomes

, 35

past

, 27–29

postcolonial leadership

, 22

present

, 29–31

qualities

, 37

reflexivity statement

, 26–27

role

, 186

two-eyed seeing model

, 23–24

Leading under speculation

analytical resources

, 55–56

complexity

, 65–67

inequities and speculation

, 62–65

small schools as lesser

, 61–62

small schools in New South Wales

, 58–61

threat of closure

, 56–58

Learner

, 35

“Learning loss”

, 123

Lesson Study for Learning Community (LSLC)

, 125, 130

LGBTQ+ faculty

, 34–35

Life in schools

, 148

“Liquid society”

, 54

MacPherson Report

, 42

Managerialism

, 187

Managing emotions

, 3–4

Maslow’s hierarchy of needs

, 73

McGregor-Smith Review

, 42

Medical College Admission Test

, 28

Medical culture, EDI challenges in

, 25–26

Meritocratic ideology of equal opportunity

, 113

Metabolic stress

, 75

Middle leadership

, 185–186

capital and field

, 187–188

changing face of university middle leadership

, 189–195

managing faculty

, 193–195

starting point

, 190–193

study

, 187–189

Minister of Education

, 150–153

Mixed open coding strategies

, 106

NatCen Social Research

, 46

Negative outcomes

, 77–78

Neoliberal business model

, 157

Neoliberal policies

consequences on everyday economic factors

, 108–109

consequences on everyday social and educational factors

, 110–111

consequences on school’s improvement efforts

, 111–112

Neoliberal policies

, 99–101, 103, 124–125

Neoliberal production model

, 157

Neoliberal reform strategies

, 99–100

Neoliberal times

CRT

, 44–46

current education policy

, 43–44

neoliberalism, race, and ethnicity

, 41–43

Neoliberalism

, 41, 43, 101, 151, 158

New Lambton Heights Infants School

, 64–65

New South Wales, small schools in

, 58–61

New South Wales School Leadership Institute

, 61

No Child Left Behind (NCLB)

, 101

Non-government schools

, 56–57

Nutritional Environment Measures Survey of Stores (NEMS-S)

, 82

NVivo

, 106

Obfuscation

, 177

Objective Knowledge Growth Framework (OKGF)

, 78–80, 88

“Objective reality”

, 176

One-way ANOVA

, 86

Ontarian Public School System

, 164–165

Ontario, Canada, principals in

, 148–153

Ontario Leadership Framework

, 168

Ontario Principals’ Council (OPC)

, 151

Ontario Regulation 234/10 (O. Reg. 234/10)

, 164

Ontario Student Assistance Program

, 28

Opportunity gap

, 99–100

Organizational leaderships

, 35–36

Organizing activity

, 55–56, 67

Outdoor education program

, 150–151

Pandemic

, 131, 147–148

Paradigm shift

, 26

Parker Review

, 42

Participants

, 105

Pedagogical reforms

, 122

Personal Leadership Resources

, 168, 171

Physiological arousal

, 75–76

“Policy overload”

, 44

Positive outcomes

, 77

Postcolonial leadership

, 22

two-eyed seeing model

, 23–24

Principal and Vice-Principal Performance Appraisal (PPA)

, 164–165

Principals

, 4–5, 164

conditions contributing to principals’ emotional labor

, 8–14

emotional labor impact on school principals

, 5–6

Principals in Middle

Australia by Sue Lazenby and Warren Marks

, 156–159

England, by Jeremy Hannay

, 153–156

ethos in principals

, 147–148

Ontario, Canada by Dean Fink

, 148–153

Principalship

, 54, 56–57, 61–62

Production model

, 157–158

Professional identity formation

, 30–31

Professional learning community (PLC)

, 125, 131

Professor

, 194

Program Policy Memorandum (PPM)

, 14–15

Qualitative analysis

, 84–86

Quantitative analysis

, 86–87

Race

, 41–43

Race Disparity Audit

, 42

Reflexivity statement

, 26–27

Relational approach

, 55

Relational inquiry into the provision of education analysis (RIPE analysis)

, 55

Relationships

, 195

Research profile

, 194

Researcher as instrument and positionality statement

, 106

Results

, 37

Riots Report

, 42

Rules of Racial Standing

, 44–45

Sample description

, 7

Sampling procedures

, 7

School

choice

, 107–108

community

, 4–5

context

, 129–130

food insecurity’s influence on school engagement

, 76

funding

, 60

impact of school food supplementation programs

, 77

School as Learning Community (SLC)

, 125

School choice policy

, 103

School improvement

accountability

, 102–103

accountability

, 108

analytical strategy

, 106–107

choice

, 103

consequences of neoliberal policies on everyday economic factors

, 108–109

credibility and trustworthiness

, 107

data collection

, 105–106

efforts

, 111–112

findings

, 107–108

implications for practice and policy

, 114–115

methodology

, 103–105

neoliberal policies

, 101–103

neoliberal policies consequences on everyday social and educational factors

, 110–111

neoliberal policy consequences on school’s improvement efforts

, 111–112

participants

, 105

purpose of study

, 100

researcher as instrument and positionality statement

, 106

school choice

, 107–108

site and student characteristics

, 104

theoretical foundations

, 100–101

School improvement grant (SIG)

, 101

School leaders

, 154–155

School principals

, 72

emotional labor impact on

, 5–6

School reform

, 122, 125

Schooling in Thailand, COVID-19 impact on

, 123

Self-study

, 128–129

Service-minded professions

, 4–5

Shock Doctrine

, 152–153

Simplicity

, 176

Small schools

, 58

as lesser

, 61–62

in New South Wales

, 58–61

Snowballing effects

, 60–61

Social accountability

, 31

Social institution

, 53–54

Social networks

, 148

Socioeconomic inequalities

, 126–127

Spatio-temporal conditions

, 54–56, 67

Speculation

, 62–65

Spelling, punctuation, and grammar (SPAG)

, 154

Standardized testing

, 156–157

State Suburb Codes (SSC)

, 60

Statistical analysis

, 84

Strategy

, 37

Student collaboration

, 125–126

Study design

, 128–129

Sustainable Development Goal

, 54

Swann Report

, 43

Teacher workloads

, 124–125

Thai Principal

arrival as principal at school B

, 130–131

childcare schemes

, 136–137

collateral damage in education

, 124

conceptual framework

, 124–126

context of South-East Asia

, 135–136

coping strategies by BWS

, 134–135

COVID-19 impact on schooling in Thailand

, 123

impact of COVID-19

, 122–123

educational inequalities

, 128

findings

, 130–133

historically persistent socioeconomic inequalities

, 126–127

increasingly precarious labor forces

, 127–128

issues

, 131–132

methodology

, 128–130

pandemic

, 131

purpose of study

, 123

school context

, 129–130

self-reflection

, 137

strategies formation

, 133

student collaboration

, 125–126

teacher workloads

, 124–125

Thai context

, 126–128

Thakshin administration of Thailand

, 127

Threat of closure

, 56–58

Traditional professional model

, 157

“Trans-form-ative” learning

, 170

Transformational learning

, 169

Trustworthiness

, 107

Twitter

, 148

Two-eyed seeing model

, 23–24

Under-represented in medicine (URM)

, 25

University

changing face of university middle leadership

, 189–195

leadership

, 185–186

Vice-principal professional

, 164

Vulnerable communities

, 53–54

Weight status influence on academic success

, 74–78

food insecurity’s psychological outcomes influence on academic success

, 75

Windrush Lessons Learned Review

, 42

Work intensification

, 10, 14–15

conditions contributing to principals’ emotional labor

, 8–14

culture of contemporary principalship

, 16

data analysis

, 8

emotional aspects of contemporary principalship

, 14

emotional labor

, 4–6

identified conditions leading to principals experiencing emotional labor

, 6

interviews

, 8

methodology

, 7–8

sample description

, 7

sampling procedures

, 7

work intensification

, 14–15

Workplace conflicts

, 11–12

Young Review

, 42