Leading in Disadvantaged Zimbabwean School Contexts: Female School Heads' Experiences of Emotional Labour

Autor/inn/en	Zikhali, Joyce; Perumal, Juliet
Titel	Leading in Disadvantaged Zimbabwean School Contexts: Female School Heads' Experiences of Emotional Labour
Quelle	In: Educational Management Administration & Leadership, 44 (2016) 3, S.347-362 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1432
DOI	10.1177/1741143214558572
Schlagwörter	Foreign Countries; Qualitative Research; Case Studies; Stress Variables; Emotional Response; Females; Disadvantaged Schools; Disadvantaged Youth; Semi Structured Interviews; Observation; Cultural Influences; Environmental Influences; Anxiety; Psychological Patterns; Administrator Attitudes; Sex Stereotypes; Parent Participation; Expectation; Recess Breaks; Social Networks; Professional Development; Stress Management; Administrator Role; Zimbabwe + Suchen Sie Ihr Suchwort? Ausland; Qualitative Forschung; Case study; Fallstudie; Case Study; Emotionales Verhalten; Weibliches Geschlecht; Benachteiligter Jugendlicher; Beobachtung; Cultural influence; Kultureinfluss; Environmental influence; Umwelteinfluss; Angst; Elternmitwirkung; Expectancy; Erwartung; Aktive Pause; Social network; Soziales Netzwerk; Stressmanagement; Stressbewältigung; Simbabwe
Abstract	This qualitative multiple case study explored the sources of emotional stress experienced by 12 female Zimbabwean primary heads leading in socio-economic disadvantaged schools in Masvingo District and their attempts to alleviate the challenges that the children from these disadvantaged contexts presented them with. Data was generated through individual semi-structured interviews, and observations and the data was analysed thematically to elicit the sources of their emotional labour that emanated from stress-related cultural and contextual factors. The study revealed that despite the school heads experiencing anxiety, pain, sorrow, sympathy, frustration, sadness, and concern they were happy about their appointments to leadership positions. The sources of their emotional stress were related to the plight of children; stereotypical gender expectations; lack of parental cooperation; and unrealistic professional and social expectations. The study suggests wellness recesses; the establishment of social networks through which heads could share their experiences; and professional development programmes on stress management as possible interventions that could help the heads deal with these stressful circumstances. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01