Redefining Principal Preparation: Centering Emotional Labor, Special Education, and Communication for Inclusive Leadership

• In Event: Exceptional Leadership: Administrative Considerations for Special Education and Student Sucess

Abstract

Principal preparation programs often emphasize managerial skills while overlooking emotional and equity-centered challenges. This qualitative study explores elementary principals’ experiences, revealing gaps in training related to emotional labor, special education knowledge, and communication. Using Hochschild’s emotional labor theory and Critical Special Education Leadership Theory, the study highlights how principals navigate trauma, advocate for students with disabilities, and manage complex communication. Findings show the emotional demands of leadership and the need for disability-informed training. This research calls for a redefined preparation framework integrating emotional resilience, disability justice, and strategic communication to better equip principals to lead inclusive, trauma-responsive schools. The study urges higher education and K–12 systems to collaborate in developing leadership programs that foster equitable and sustainable school communities.

Author

• Catherine E. Olver, Gonzaga University