Independent school principals' wellbeing : exploration of inhibitors and enablers

Anstee, Ann Gillian

Independent school principals' wellbeing : exploration of inhibitors and enablers

Anstee, Ann Gillian

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Publication Type:: Thesis
Issue Date:: 2019

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Field	Value	Language
dc.contributor.author	Anstee, Ann Gillian
dc.date.accessioned	2019-04-25T22:24:29Z
dc.date.available	2019-04-25T22:24:29Z
dc.date.issued	2019
dc.identifier.uri	http://hdl.handle.net/10453/132830
dc.description	University of Technology Sydney. Faculty of Arts and Social Sciences.	en_AU
dc.description.abstract	This thesis examines the enabling and inhibiting factors that impact on the wellbeing of principals of independent schools in Australia. The wellbeing of the principal in an independent school directly influences their ability to operate an effective school. Principals in all schools have key management roles and take responsibility for successful educational outcomes (social, performance, sporting and academic) of students and the wellbeing of students, staff and parents. The study contributes to the knowledge of factors affecting principals, of the ways they create and utilise strategies and provides insights to assist newly appointed principals. As little research exists in this area, this thesis contributes to a broader understanding of the issues. A plethora of research exists regarding student or learner wellbeing, and even teacher wellbeing. The bulk of this work relates to programs which support and inform students, parents and teachers about resilience and mental health. This makes the exploration of wellbeing for principals timely and highly legitimate. The intention of this thesis is to inform those responsible for employing principals in these schools. The findings are aimed at providing insights and directions for employers of principals. The overarching methodology of this study is phenomenological, working within a hermeneutic interpretive paradigm. It involves the participation of 39 Australian independent school principals with interviews employed as the primary research method. The project developed a theoretical model to assist current principals and newly appointed principals of independent schools to operationalize pathways that seek to create improved and increased professional wellbeing. The research findings have implications regarding principals’ self-imposed actions for improved wellbeing. The study concludes with an identification of related areas for further research.	en_AU
dc.format	Thesis (PhD)
dc.language.iso	en_AU	en_AU
dc.relation	https://opus.lib.uts.edu.au/bitstream/10453/132830/10/02whole.pdf
dc.rights	The author owns the copyright in this thesis including all reproduction and reuse rights for the work. The work may not be altered without the permission of the copyright owner. Attribution is essential when quoting or paraphrasing from this thesis.
dc.rights	info:eu-repo/semantics/openAccess
dc.rights	au.edu.uts.lib/ppc
dc.subject	independent school
dc.subject	Australia
dc.subject	wellbeing
dc.subject	mental health
dc.subject	resilience
dc.subject	school principal
dc.title	Independent school principals' wellbeing : exploration of inhibitors and enablers	en_AU
dc.type	Thesis	en_AU
utslib.copyright.status	open_access

Abstract:

This thesis examines the enabling and inhibiting factors that impact on the wellbeing of principals of independent schools in Australia. The wellbeing of the principal in an independent school directly influences their ability to operate an effective school. Principals in all schools have key management roles and take responsibility for successful educational outcomes (social, performance, sporting and academic) of students and the wellbeing of students, staff and parents. The study contributes to the knowledge of factors affecting principals, of the ways they create and utilise strategies and provides insights to assist newly appointed principals. As little research exists in this area, this thesis contributes to a broader understanding of the issues. A plethora of research exists regarding student or learner wellbeing, and even teacher wellbeing. The bulk of this work relates to programs which support and inform students, parents and teachers about resilience and mental health. This makes the exploration of wellbeing for principals timely and highly legitimate. The intention of this thesis is to inform those responsible for employing principals in these schools. The findings are aimed at providing insights and directions for employers of principals. The overarching methodology of this study is phenomenological, working within a hermeneutic interpretive paradigm. It involves the participation of 39 Australian independent school principals with interviews employed as the primary research method. The project developed a theoretical model to assist current principals and newly appointed principals of independent schools to operationalize pathways that seek to create improved and increased professional wellbeing. The research findings have implications regarding principals’ self-imposed actions for improved wellbeing. The study concludes with an identification of related areas for further research.

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http://hdl.handle.net/10453/132830