Dissertation Writing Help - The relationship between the personal and professional lives of wisconsin female principals and how they and their school districts respond to any subsequent tension
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The purpose of this study was to examine how professional responsibilities affect Wisconsin public school female principals' personal commitments and what personal and professional support systems are available to women principals.
The research questions addressed were: How do female principals' professional responsibilities affect their personal commitments? How do female principals' personal commitments affect their professional responsibilities? How do female principals respond to any tension they may experience between their professional responsibilities and personal commitments? How do school districts respond to any tension between a principal's professional responsibilities and personal commitments?
Role theory and specifically role conflict served as the conceptual framework for the study. A grounded theory approach utilized the survey results, interview responses, field notes, and reflective journal in this two phase mixed method study.
The first phase consisted of a 44-question survey mailed to all Wisconsin public school female principals. The second phase consisted of six interviews with principals whom a colleague nominated as having balance in their professional and personal life.
The study found that female principals experience a range of tensions that emanate from the conflicts inherent in their sometimes-incompatible roles as leader, family member, colleague, friend, and individual. These findings suggest a relationship between their professional responsibilities, personal commitments, and internal and external support systems. The results of this study cannot conclusively explain the intricacies and variations of this relationship. However, these findings do lend to the development of three related hypotheses:
1. The challenge of facing greater stress and tension attracts women to the principalship.
2. Despite their quest for balance, women prioritize their principal duties ahead of their family duties.
3. Women rely on internal or intrinsic strategies and not on external factors to help them manage stress and tension.
This study contributes to the literature by presenting deeper insights into the personal and professional lives of female educational leaders and a greater understanding of the supports and barriers to their effectiveness. The study poses implications for improved leadership training programs by suggesting a closer scrutiny of the tension and conflict that emanate from conflicting roles as well as effective intervention strategies.