A Tale of Two Realities: The Role of Emotional Labour and Wellbeing in Publicly-Funded and Privately-Funded Ontario School Leaders

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.