Fixing the Plane While It’s in the Air - Managing a Principal’s Energy

Oct 15, 2026

Workplace case narrative about Peter, an experienced school principal in a new school board, struggling to meet day-to-day demands while trying to sustain work-life balance. Challenges include constant minor changes that draw time, daily unintended interruptions that drain energy, emotional overwhelm leading to hopelessness and despair, and long work hours straining family life and healthy living. Includes teaching notes plus two classroom/workshop activities on time versus energy management and creating recovery strategies.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages12

Reading Time30 min

AccessFree to download

Abstract

Case Narrative

Background and role transition

Day start and schedule disruptions

Preparing for professional development session

Crisis interruption in the workroom

Teaching notes and learning activities

Fixing the Plane While It’s in the Air: Managing a Principal’s Energy Patricia Briscoea & Paul Wildb a Niagara University, bBruce Grey Catholic District School Board Abstract In this case narrative, Peter, an experienced principal in a new school board and school, is struggling to keep up with the day-to-day challenges at his school and to achieve work–life balance. Challenges include: (a) small changes in the school can that demand some of his time; (b) daily unintended interruptions that are draining his time and energy; (c) feeling overwhelmed, which causes feelings of hopelessness and despair; and (d) the demands of long daily work hours that are affecting his family life and his ability to maintain a healthy lifestyle. The case includes teaching notes and two activities—exploring the difference between time and energy management, completing an energy management audit, and devising a plan and strategies to restore and replenish energy—that instructors can use in graduate-level courses and professional development workshops. Keywords: work-life balance, time versus energy management, school principal Case Narrative Peter Williams hung up the phone after a courtesy call to his superintendent. He had called to inform her that a student had been physically restrained earlier that day (in case there were complaints from parents or community advocates) . Peter’s supervisory officer had walked him through a series of questions to discern whether or not the board’s protocol had been followed correctly. Satisfied that it had, she thanked Peter for the heads-up and ended their conversation by saying,“Good job. Hang in there.” Peter glancedat the clock. “Crap,” he said under his breath. It was already 4:55 p.m. He needed to have left ten minutes earlier because it was his turn to preparedinner for his daughters and whisk them off to their 6:30 p.m. gymnastics practice. As he packed up his computer and other belongings, he saw his lunch bag untouched again. He sighed and hoped the sandwich would still be good by tomorrow—he had already thrown out two lunches this week. Peter started his drive home. As he saw the Tim Hortons looming in the distance, he glanced at the clock again. He was pushing it, but pulled in and grabbed a coffee from the drive-thru window. Years ago, he couldn’t drink coffee after 3:00 p.m.; this year, he’d started getting coffee after work multiple days a week. As he pulled off the highway, he began driving along the peaceful, secluded roads that are common throughout rural Ontario. He sighed wearily as he sipped his coffee: This was his time to decompress. He began to reflect on his day—a type of day that had become increasingly familiar over the last year. `Peter was in his second year as principal of St. Maria de Torres Catholic School, a small, rural school with approximately 250 students from Kindergarten to Grade 8. The previous principal had retired after 12 years at the school and Peter took over as her successor. As he drove, he reflected on how she had initially described the school to him: a quiet, stable school in which discipline issues were few and far between and academic achievement was consistently above the board and provincial averages. When he took over, Peter was a newcomer to both the school and the region. He and his wife had made the decision to leave suburban living and move with their two young daughters to a small town to enjoy a quieter lifestyle. Atthe end of the last school year, Peter had begun to feel as if he had found his groove in his new community, school, and board. “But, that was before this year,” he thought, taking a long sip of his coffee. The day had begun, like many, with a teacher sick and no supply teacher available. This meant he had had to juggle multiple schedules to cover the missing teacher’s schedule—familiar territory. After arriving at school, Peter had begun making a contingency plan by cancelling French classes and redeploying the F

FAQs

What is the central issue Peter faces in the case narrative?

Peter struggles to keep up with daily school challenges while maintaining work-life balance and emotional stability.

Which specific factors drain Peter’s time and energy?

He faces small school changes, daily unintended interruptions, and extended work hours that affect his family life and healthy lifestyle.

What learning activities are included for instructors to use?

Activities focus on distinguishing time vs. energy management, completing an energy management audit, and devising plans and strategies to restore and replenish energy.

Oct 15, 2026

Uploaded by Danger Angel