Inspiring Change: A Hermeneutic Phenomenology Exploring the Lived Experience with Emotional Labor by Female Health Champions Implementing Comprehensive School Health Reforms
Bibliographic record
Abstract
This hermeneutic phenomenological study explored the lived experience with emotional labor of five female Health Champions as they navigated through flux and systemic instability while implementing Comprehensive School Health initiatives. Framed by complex adaptive systems theory, the purpose of this study was to discover the immediate emotional and embodied experiences identified by five change agents having horizontal differentiation of roles including: pre-service student teacher, educational assistant, teacher, school leader, and system leader while undertaking educational reforms introduced between 2009 and 2016 in Alberta, Canada. This study uncovered insights into their common understanding the phenomenon of emotional labor while implementing the Comprehensive School Health framework, a reform to Physical and Health Education that coincided with the Inspiring Education movement. The findings of this study include: insight into the unique nature of the emotional work of change agents in educational settings; a phenomenological example of a possible lived experience with emotional labor; and suggestions for areas of future study for educational leaders interested in implementing Comprehensive School Health initiatives.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.004 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".