校长强化工作中的时间需求与情感流失

IF 2.4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Fei Wang, Katina Pollock, Cameron Hauseman
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引用次数: 1

摘要

情感是校长日常学校运作的核心。随着校长工作的加强,校长们每天都会遇到越来越多情绪激动的情况。本文使用了一项大型省级调查的数据,探讨了是什么时间需求因素导致了校长在强化工作的背景下所经历的这些情绪枯竭的情况。通常用于分析有序分类数据的有序logit回归用于数据分析。研究结果表明,工作节奏快、工作时间长和时间不足等时间需求共同作用,增加了校长情绪枯竭的可能性。当校长试图管理情绪状况时,这些促成因素远远超出了他们的控制范围。无法控制的时间需求会让校长感到沮丧和脆弱,并引发负面情绪,对他们自己和学校的健康产生不利影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Time Demands and Emotionally Draining Situations Amid Work Intensification of School Principals
Emotion is central to principals’ daily operation of schools. As principals’ work is intensifying, principals are increasingly encountering emotionally charged situations on a daily basis. This article uses data from a large provincial survey to explore what time demand factors contribute to these emotionally draining situations that principals are experiencing in the context of work intensification. An ordinal logit regression that is commonly employed for the analysis of ordinal categorical data was used for data analysis. The findings reveal that the time demands, such as the fast work pace, long work hours and lack of time, all work in concert to increase the likelihood of emotionally draining situations among school principals. As principals try to manage emotional situations, these contributing factors are far beyond their control. The unmanageable time demands can leave principals feeling frustrated and vulnerable and evoke negative emotions that adversely impact their own well-being as well as their schools.
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来源期刊
Educational Administration Quarterly
Educational Administration Quarterly EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.90
自引率
3.00%
发文量
9
期刊介绍: Educational Administration Quarterly presents prominent empirical and conceptual articles focused on timely and critical leadership and policy issues of educational organizations. As an editorial team, we embrace traditional and emergent research paradigms, methods, and issues. We particularly promote the publication of rigorous and relevant scholarly work that enhances linkages among and utility for educational policy, practice, and research arenas.
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