Testing a Holistic Framework of Working Conditions and Well-Being for Early Childhood and K–12 Educational Leaders

• In Event: Unearthing Educators' Voice and Perspectives: Analyzing Conditions in the Classrooms and Schools

Abstract

Despite growing interest in student and teacher well-being and working conditions, school leader well-being and working conditions remain woefully understudied–in particular for early childhood leaders. The purpose of the current study was to empirically test our conceptual framework of the physical, psychological, and professional well-being and working conditions of 2,347 birth-through-12th grade educational leaders in all 50 states and the District of Columbia using a structural equation modeling approach. We found broad empirical support for our hypothesized model, which suggested that reducing leader demands would go significantly farther to improving well-being compared to adding additional resources.

Authors

• Timothy G. Ford, University of Oklahoma
  Presenting Author

• Thomas Francis McHugh, University of Oklahoma
  Presenting Author

• Kyong-Ah Kwon, University of Oklahoma
  Presenting Author

• Alyson Lavigne, Utah State University
  Presenting Author