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Giving Your Best to Work and Life : = Factors That Impact Principal Work-Life Balance.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Giving Your Best to Work and Life :/
Reminder of title:	Factors That Impact Principal Work-Life Balance.
Author:	Tapp, Kelcy.
Description:	1 online resource (122 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
ISBN:	9780355958706

Giving Your Best to Work and Life : = Factors That Impact Principal Work-Life Balance.
Tapp, Kelcy.

Giving Your Best to Work and Life :Factors That Impact Principal Work-Life Balance. - 1 online resource (122 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ed.D.)--Doane University, 2018.

Includes bibliographical references

School principals impact student achievement, school culture, and teacher retention. There is no doubt the role of school principal is critical to the success of a school. It is critical and demanding. The demands on a school principal continue to increase with accountability, society and family structure changes, increased poverty, and decreasing school budgets. For many, these demands and pressure can be seen by work-life imbalance. Much research has been conducted outside the United States and within the business world about the impact of WorkLife Balance (WLB). However, few studies can be found studying WLB for school principals. If principals are to positively impact a school, they must take care of themselves by developing a WLB.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355958706Subjects--Topical Terms:

585508
Educational leadership.
Index Terms--Genre/Form:

554714
Electronic books.

Giving Your Best to Work and Life : = Factors That Impact Principal Work-Life Balance.
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300 $a 1 online resource (122 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
500 $a Adviser: Tim Frey.
502 $a Thesis (Ed.D.)--Doane University, 2018.
504 $a Includes bibliographical references
520 $a School principals impact student achievement, school culture, and teacher retention. There is no doubt the role of school principal is critical to the success of a school. It is critical and demanding. The demands on a school principal continue to increase with accountability, society and family structure changes, increased poverty, and decreasing school budgets. For many, these demands and pressure can be seen by work-life imbalance. Much research has been conducted outside the United States and within the business world about the impact of WorkLife Balance (WLB). However, few studies can be found studying WLB for school principals. If principals are to positively impact a school, they must take care of themselves by developing a WLB.
520 $a The purpose of this study is to determine what factors impact perceived Work-Life Balance (WLB) for K-12 building administrators within a Midwestern state. The study answered what variables and composite variables predict a building principal's perceived WLB. Work-Life Balance Factor Survey (WLBFS), a quantitative questionnaire, was developed for the purpose of this study. The questionnaire was sent out to 749 members of the state's professional organization who were building level administrators. Of the 749 emails that were sent, 271 surveys returned were considered complete. The resulting response rate was 36%.
520 $a Multiple regression procedures were computed to predict perceived WLB. Findings of this study indicate organizational culture and support, additional administrative support, leisure activities, emotion-based coping strategies, and gender are statistically significant in predicting principals' perceived WLB. The composite variables of Pliancy and Organizational Identity were also found to have significant impact on perceived WLB.
520 $a Based on the findings several recommendations for building administrators, school districts, and future research are included. For building administrators, it is suggested to participate in leisure activities (i.e. time with friends, hobbies, etc.) and reduce the use of emotion-based coping strategies (i.e. positive thinking and cognitive reappraisal). For school districts, it is suggested to add additional administrators within the school building and to increase organizational support around WLB. Suggestions for future research include expanding the research to all school administrators and collecting information about school districts.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Educational leadership. $3 585508
650 4 $a Educational administration. $3 1148465
650 4 $a Education. $3 555912
655 7 $a Electronic books. $2 local $3 554714
690 $a 0449
690 $a 0514
690 $a 0515
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Doane University. $b Education. $3 1189829
773 0 $t Dissertation Abstracts International $g 79-09A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10817682 $z click for full text (PQDT)