School Principals’ Challenge and Hindrance Demands: A Two-Sample Study

• In Event: Higher Education and Institutional Comparisons Across Countries

Abstract

School principals are faced with job demands which may contribute to their burnout. These demands may be perceived either as promoting the development of skills and personal growth (challenge) or as potentially threatening (hindrance). Building on the Job Demands-Resources Model and Self-Determination Theory, we propose a model where autonomy need satisfaction and frustration play distinct roles as mediating variables between challenge/hindrance demands and burnout (emotional exhaustion/cynicism). This comparative study was conducted with two samples from two different countries: Sample 1, n=976 (Canada); Sample 2, n=816 (France). SEM analyses indicate that there are significant differences between the samples, which may be attributable not only to the differing country-specific work contexts and job descriptions but also to the organizational culture.

Authors

• Louise Clément, Université Laval

• Emmanuel Poirel, University of Montréal

• Rozenn Decret-Rouillard, Université de Rennes

• Simon Mallard, Université catholique de l'Ouest

• Gwenola Reto, Université catholique de l'Ouest

• Karyne Gamelin, University of Sherbrooke

• Andreanne Gelinas-Proulx, Universite du Quebec en Outaouais

• Alice Levasseur, University of Ottawa

• Michel Lacasse, Université Laval

• Rana Naimi, University of Montréal

• Nicole Isabelle Guionie, University of Montréal