Date of Conferral

2-26-2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

James Bailey

Abstract

The increasing demands of educational leadership place significant stress on school principals, leading to challenges in balancing leadership responsibilities with self-care. This study explored principals’ perceptions of three key aspects: the challenges of balancing leadership and self-care, the demands contributing to stress, burnout, and turnover, and the resources that help mitigate these challenges. Guided by the job demands-resources model and mindfulness theory, this qualitative study utilized semistructured interviews with 10 elementary school principals in a southern Jamaican district. Data collection focused on self-care practices, leadership demands, and coping strategies, with thematic analysis identifying six major themes: the unpredictability and overload of the principalship, difficulties in prioritizing self-care, emotional and physical tolls of leadership, the importance of support networks, effective stress management strategies, and intrinsic motivators that sustain commitment. These findings highlight the interplay between job demands and resources and emphasize the need for professional development in stress management, peer support networks, and mindfulness practices. The study contributes to the broader understanding of sustainable school leadership and informs policy changes that prioritize principal well-being. By fostering healthier leadership practices, this research aimed to promote positive social change, enhancing principals’ resilience and effectiveness while improving the educational environments they lead, which will ultimately benefit the teachers and students.

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