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Work-family conflict and the lived experiences of secondary assistant principals

Vannoy, Ellen
School administrators face unanticipated challenges daily in a dynamic and political atmosphere. These scenarios sometimes need hasty decisions with limited time to assess all the intended and unforeseen implications. Administrators must balance work, family, and personal life, which can lead to overwhelming stress. Assistant principals must notify teachers and report to their principal and other district administration. This study examines these crucial mid-management administrators. This study examined school principals' stress experiences using Work-Family Conflict theory. This study may illuminate educational professionals' varied experiences beyond burnout and attrition (Hoffman et al., 2007). Portraiture was utilized to examine principals' thoughts, feelings, and possible reasons of Work-Family Conflict.
Work-family conflict causes tiredness, skepticism, and workplace disengagement. Extreme epression, physical illness, relational breakdowns, and burnout may result (Lane et. al, 2021; Figley, 1995; Maslach & Leiter, 2018; Felt, 2003). Most school leaders can draw from experimental reservoirs of traumatic events while interacting with staff, students, and the community (Lane et. al, 2021). Mid-level school administrators must balance senior management, labor, parents, and the community. At a period with fewer resources and greater accountability, educators are expected to handle more complex family or community functions, more change, larger disputes, and unreasonable expectations. Stress in principals' personal and professional lives is a major issue (Felt, 2003).
As the major contact for students, teachers, parents, the site principal, and central office officials, secondary assistant principals were the focus of this study. Due to professional stress and high demands, high school assistant administrators may face Work-Family conflict. Assistant principals make disciplinary judgments and supervise crucial teaching and learning areas, therefore how they handle work stress may damage their personal lives. Due to COVID 19 pressures including contact tracing, staff shortages, community uproar, and family health concerns, assistant principals have even more tension between work and home. Assistant principals may react differently to children, parents, and teachers if they are stressed at work and home. I want to study work-family conflict and how to assist this high-stress job to retain good administrators and secure their mental, physical, and spiritual well.