Principals' work-life balance: Does campus grade level make a difference?




Ponton, Suzy


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This quantitative study sought to determine how the work-life balance of Texas principals changes according to the grade levels of their campuses in terms of role balance, role ease, and role overload. The researcher applied the role balance theory to make the complex matter of principals’ work-life balance more understandable. Participants in this research study were given the Role Balance Scale questionnaire, which asked them to report on their self-perceptions of role balance, ease, and overload. An inferential analysis using a one-way ANOVA test was conducted to ascertain whether there was a difference in Texas principals’ work-life balance regarding role balance, ease, and overload based on their campus’s grade levels (elementary, middle, and high school). According to the study’s findings, a principal’s role balance and ease did not change depending on their campus level. The statistical analysis also revealed significant differences between middle school and high school principals in terms of role overload. Based on the findings discussed from this research study, differentiated education, training, and support to develop stable and healthy campus leadership would not be needed to support role balance and role ease. However, to support middle school principals’ high role overload, differentiated strategies would be needed.


A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Education in Educational Leadership.


principals, role balance, role balance theory, role ease, role overload, work-life balance



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