Year of Award

2024

Document Type

Dissertation

Degree Type

Doctor of Education (EdD)

Degree Name

Educational Leadership

Department or School/College

Phyllis J. Washington College of Education

Committee Chair

William McCaw

Commitee Members

Jilyn Chandler, Megan Rides At The Door, Robert DoBell, Rob Watson

Keywords

Critical Events, Education, Leadership, Principal, Resilience, Support

Abstract

School principals face critical events as part of their professional roles. These critical events can profoundly impact their ability to lead, which is why this phenomenological study explored the central question, how do principals experience critical events that include perceived trauma? Using Moustakas’ (1994) process of transcendental phenomenological analysis, this research investigated the multifaceted emotional, professional, and personal responses of these educational leaders, revealing the complexities and consequences of their experiences. Semistructured interviews with fourteen current and former principals provided rich, in-depth qualitative data that captured the essence of their experiences. Findings indicated that principals often transition from their day-to-day leadership roles into crisis management, experiencing overwhelming feelings of fear, anxiety, and isolation, which are intensified by the lack of adequate support, and the necessity to suppress their emotions. To ensure quality education for millions of students, educational leaders and policymakers must prioritize principal well-being, particularly through trauma-informed practices, emotional intelligence development, and establishing support networks. School districts should also focus on cultivating supportive climates and proactive crisis management protocols that enable principals to lead effectively without sacrificing their well-being. The urgency to support principals cannot be overstated; it is essential to create stable, supportive school environments that retain qualified teachers and effective principals. Educational leaders and policymakers would be well served to focus their efforts on the areas highlighted by this study, which include a lack of support, isolation, and the overwhelming burden of emotional suppression. Investing in these areas will improve leadership retention and enhance the entire educational community, ultimately benefiting students, staff, and the broader school system.

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© Copyright 2024 Justine Jean Alberts