Testing a Holistic Framework of Early Care and Education and K-12 Leaders’ Working Conditions and Well-being
Principal Investigator(s): View help for Principal Investigator(s) Timothy Ford, University of Oklahoma; Kyong-Ah Kwon, University of Oklahoma
Version: View help for Version V1
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Project Citation:
Ford, Timothy, and Kwon, Kyong-Ah. Testing a Holistic Framework of Early Care and Education and K-12 Leaders’ Working Conditions and Well-being . Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2024-02-02. https://doi.org/10.3886/E198107V1
Project Description
Summary:
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The importance of educational leadership for child, teacher, and organizational outcomes is well documented, yet leaders' working conditions and well-being have received considerably less attention, particularly in the ECE sector. Using a holistic conceptualization of leader well-being along with the Job-Demands-Resources (JD-R) framework, the purpose of this study was to examine the associations among various job demands, resources, and well-being (i.e., physical, psychological, and professional well-being) of birth-to-twelfth grade (B-12) leaders. We developed and tested this model via a structural equation modelling (SEM) approach with approximately 2,000 ECE and K-12 building leaders across the U.S. We found substantially stronger total, direct, and indirect effects between job demands and well-being than between job resources and well-being, though resources were found to be directly associated with professional well-being. Findings also suggest that the model of working conditions and well-being is similar for both ECE and K-12 leaders.
Funding Sources:
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Jeannine Rainbolt College of Education, University of Oklahoma
Scope of Project
Subject Terms:
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leadership;
early childhood education;
k-12;
working conditions;
well-being
Geographic Coverage:
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U.S.
Data Type(s):
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survey data
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