Date of Conferral
4-11-2025
Date of Award
April 2025
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Dr. Donald Poplau
Abstract
The problem that was addressed through this study is the approximately 13% attrition of K-12 principals in a large urban school district in the Mid-Atlantic region, exceeding the national average. The purpose of this qualitative study was to explore the perspectives of K-12 principals who had persisted in their roles despite the significant challenges in leading urban schools. The study was grounded in the job demands-resources theory, which posits that job demands could lead to burnout, while job resources help employees cope with challenges, thereby fostering resilience. For this basic qualitative design, data were collected from semistructured interviews with 12 K-12 principals. Thematic coding revealed the following: job demands such as overwhelming workloads, minimal resources to support their school communities, and a lack of coaching and job-embedded professional development. Furthermore, job resources such as peer and mental health support, work–life balance, and a sense of calling to serve students helped participants manage the demands of their positions. Findings may be used to develop targeted interventions to support principals’ well-being and reduce attrition. The results may contribute to positive social change through school districts having greater leadership stability, which, in turn, might lead to more satisfied teachers ultimately benefitting the students in this urban school district.
Recommended Citation
Durham, Monique Nicole, "K-12 Principals Who Persist in Their Principalship Despite Challenges in Urban Schools" (2025). Walden Dissertations and Doctoral Studies. 17592.
https://scholarworks.waldenu.edu/dissertations/17592
