![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
ABSTRACT
While well-being of school principals is becoming an increasing concern in public education, the understanding of well-being and its manifestation is still lacking in research. This research tackles the nuances and complexities surrounding the notion of well-being and sheds light on its conceptualisation, manifestation, and contributing factors. Data for this research come from an online survey among public school principals in the province of British Columbia, Canada. This survey research utilised reliability, factor, correlation analysis, and structural equation modelling (SEM) and examined how well-being of school principals is manifested along different well-being dimensions and what underlying relationships exist between each dimension in relation to principals’ overall well-being and their demographics. The results reaffirm that well-being is a multidimensional construct, encompassing dimensions that speak to different but interrelated aspects of a principal’s well-being state, among which emotional and psychological well-being has been revealed as a vital component in principals’ overall well-being. The findings have significant implications on health and well-being related support for school principals in order to prepare them for the increasingly demanding job.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Additional information
Funding
Notes on contributors
Fei Wang
Dr Fei Wang is an associate professor at the Faculty of Education at the University of British Columbia. His research interests include educational leadership and administration, social justice and diversity, educational organization and policy studies, and international and comparative education.