A Tale of Two Realities: The Role of Emotional Labour and Wellbeing in Publicly-Funded and Privately-Funded Ontario School Leaders
Bibliographic record
Abstract
This article explores the critical role of emotional labour in the wellbeing of school principals and vice-principals, focusing on Ontario, Canada. Effective educational leadership is essential for fostering productive learning environments, yet the emotional demands placed on school leaders are considerable. Principals must navigate complex emotional landscapes, impacting their mental health and job satisfaction. This study examines the intersectionality of emotional labour with factors such as control, power dynamics, and organizational culture. By surveying 261 school administrators from both publicly and privately funded institutions, the research seeks to understand the influence of emotional labour on leadership wellbeing. A mixed-method approach, employing a modified COPSOQ III questionnaire and interviews, provides qualitative insights. Findings reveal distinct differences between publicly and privately funded school leaders, highlighting the varying impact of emotional demands on their wellbeing. The study underscores the need for nuanced understanding and support mechanisms to mitigate negative impacts. Emotional labour, though challenging, can also be a source of job satisfaction, depending on contextual and personal factors. This research enriches the discourse on educational leadership by elucidating the emotional dimensions of principalship and offering implications for policy and practice in educational settings globally.
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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 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 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".