WOMEN LEADERS IN HIGH‐POVERTY COMMUNITY SCHOOLS: WORK‐RELATED STRESS AND FAMILY IMPACT

Oct 15, 2026

Qualitative study examines how women administrators in high-poverty community schools experience work-related stress and how it affects family life. The analysis draws on Voydanoff’s work-family fit and balance framework using a demands-and-resources approach. Findings synthesize four qualitative interviews, linking work demands to impoverished community characteristics and work resources to intrinsic rewards and social justice. Family demands and resources vary with family developmental stages.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages23

Reading Time58 min

AccessFree to download

Research purpose and framework

Theoretical framework: work-family fit and balance

Research questions and study design

Interviews with women administrators

Literature review

Poverty and schooling

WOMEN LEADERS IN HIGH‐POVERTY COMMUNITY SCHOOLS: WORK‐RELATED STRESS AND FAMILY IMPACT Jennifer E. Lawson University of Manitoba This qualitative study explores the experiences of women administrators in high‐ poverty community schools, investigating four women’s perspectives on work demands and the impact on their families. Their work demands are related to the characteristics of impoverished communities, whereas their work resources are based on intrinsic rewards and social justice. Family demands and resources are related to the developmental stages of families, and therefore vary among the women inter‐ viewed. The research identifies the boundary‐spanning demands between work and home, and the resources and strategies used by these educational leaders to manage the challenges of working in high‐poverty community schools. Key words: school leadership, urban education, principals, inner‐city schools Cette étude qualitative porte sur les expériences de directrices d’école dans des milieux défavorisés. L’auteure analyse le point de vue de quatre femmes sur lesexigences de leur travail et l’impact sur leurs familles. Les exigences de leur travail sont reliées aux caractéristiques des milieux pauvres tandis que leurs ressources professionnelles se fondent sur des récompenses intrinsèques et la justice sociale. Lesexigences et les ressources en matière familiale sont liées au stade de développement des familles et varient donc d’une répondante à l’autre. La recherche identifie lesexigences quant à l’interpénétration des frontières entre le travail et la maison ainsi que toutes les ressources et stratégies utilisées par ces cadres en vue de faire face aux défis de travailler au sein d’écoles implantées dans des milieux défavorisés. Mots clés : direction d’école, école urbaine, directeurs d’école, écoles dans des milieux défavorisés ________________________ CANADIAN JOURNAL OF EDUCATION 31, 1 (2008): 55‐77 The purpose of this study was to examine the perceived work‐related stress on family life as experienced by women administrators in high‐ poverty community schools. I used Voydanoff’s (2005) conceptual model of work‐family fit and balance, based on a demands and resources approach, as a framework to analyze results. In the literature review, I have examined issues related to poverty and schooling, leadership in high‐poverty communities, women in educational leadership, and work‐ related stress. I present results of four qualitative interviews with women administrators, as well as implications for practice and suggestions for future research. The research questions guiding this study are: What are the everyday realities of leadership in high‐poverty community schools? How do women administrators in such schools manage work‐family fit and balance? In what ways do their job experiences lead to work‐related stress for school leaders and their families? THEORETICAL FRAMEWORK Voydanoff’s (2005) research explores the demands, resources, and strategies that affect a worker’s ability to accomplish fit and balance between work and home.“As it became clear that work and family are interrelated domains, scholars and practitioners began to develop ap‐ proaches to increase our understanding of the linkages between them”(p. 822) . Voydanoff’s (2005) conceptual model posits that both work and family place demands upon an individual, and they also offer resources which “are structural or psychological assets that may be used to facil‐ itate performance, reduce demands, or generate additional resources”(p. 823) . The congruence of these demands and resources results in fit, whereas incongruence results in stress. Boundary‐spanning refers to how work and family influence eachother. Voydanoff (2005) suggests that both boundary‐spanning demandsand resources affect one’s ability to achieve work‐family fit. In addition, individuals implement boundary‐spanning strategies that can reduce work and family demands and increase

FAQs

What is the study’s main purpose?

To examine perceived work-related stress on family life experienced by women administrators in high-poverty community schools, using a demands-and-resources approach within Voydanoff’s work-family model.

How does the theoretical framework explain work-family stress?

It proposes that both work and family create demands and provide resources; congruence supports fit, while incongruence produces stress, with boundary-spanning demands and strategies shaping balance.

How do family demands and resources differ across participants?

They vary according to the developmental stages of each family, affecting how individuals manage work-family fit and balance.

Oct 15, 2026

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