CHAPTER 2

Review of Related Literature and Studies

Foreign Literature

Work-Life balance has received growing attention professionally across a number

of fields in the last decades. Researchers have spent a great deal of time studying
what happens when people combine the responsibilities of their family with paid
work (Reynolds, 2005). The interest in work-life balance has been generated by the
changing nature of the workforce, which has seen an increase of women in the
work place (Webber, Sarris & Bassell, 2010). As more women participate in the
workforce and occupy both work and family roles, simultaneously, they tend to
experience conflict between the two domains (Nabavi & Shahryari, 2012). Michel,
Kotrbow, Michelson, Clark, and Baltes (2011), stated that family and work are the
two most important domains for many adults. Women especially, female principals,
who have entered the workforce, are more likely to seek balance in their
professional and personal lives because they are expected to fulfill family and
work responsibilities. Bell, Rajendran, and Theiler (2012), claimed that “in their
struggle to balance both it is often the influence and interference of one on the
other that leads to positive or negative ‘spillover’ “(p.25). When conflict between
work and family occurs, there are opposing effects not only for organizations but
for the individuals who are employed there and their families (Whitehead & Kotze,
2003). It has been demonstrated that work-family conflict negatively affects
organizational and individual level outcomes (Baltes, Zhdanova, & Clark, 2011).
Greenhaus and Powell (2003) indicated that little research on work-life challenges
has been produced. Interestedly, little is known about how female principals react
to work-life conflict. Past studies, on work-life balance rarely included leaders with
substantial family care responsibilities because there are very few women leaders
to be studied (Cheung & Halpern, 2010). Most of the research has focused on the
construct of work-life conflict which arises from 2 the incompatibility of work and
family domains (Greenhaus & Powell, 2003). Greenhaus and Powell (2003) as
well as Ford, Heinen, and Langkamer (2007), go on to state that other research in
the area of work-life conflict has provided insight into different forms of conflict as
well as antecedents and consequences of the conflicts. Greenhaus and Powell
(2003) claimed that recent research; on work-life conflict has only focused on the
directionality of the conflict or interference between work and family roles. Based
on this research, work-family conflicts occur when participation in a competing
work responsibility interferes with a completing family responsibility. Difficulty in
sustaining a work-life balance has led to some women to opt out of leadership
positions (Loder, 2005; Wrushen & Sherman, 2008). Additional research to
understand the methods by which women achieve work-life balance is necessary to
develop effective interventions and supports for women in leadership positions.
Understanding the methods by which successful women leaders achieve their
work-life balance may further lead to more in depth understanding of factors that
contribute to the manifestation of work-life balance. Leaders in the field of
education are one of the many fields where women leaders experience a significant
degree of work-life conflict. Research exploring the work-life phenomenon can
assist in creating consciousness with the educational system, which in turn, can
support the women in their struggle to close the gap between the expectations
placed on female leaders and the available resources. Research Purpose There is
paucity in the research literature regarding, the challenges faced by female
principals as they struggle to realize work-life balance. Historically, research
writing on leadership has focused mostly on men (Bolman & Davis, 2008). The
majority of the research, in the past, has been based on male perspectives, and
interpretation (Shakeshaft, 1997). Until recently, women’s 3 perspective, in
leadership research, has been largely ignored in research (Sanchez-Hucles, &
Davis, 2010). Currently, the literature on work-life balance for women and the
principalship is scarce. Wrushen and Sherman (2008) stated that “a dearth of
information exists on women who have taken on leadership roles and what
supports their success” (p. 488). Most of the studies related to the work-life
balance address issues such as dealing with specific hurdles, marital satisfaction,
social support, workplace policies, and dual role responsibilities but they have not
examined the perspective of female leaders. Moreover, existing research currently
includes many work-life studies focusing on the experiences of individuals in the
workplace yet a small body of literature has explored work-life balances for
females in the field of education. The existing literature on women in educational
administration has only sporadically addressed differences in the life-balancing
strategies between women administrators with contracting family statuses and
obligations (Loder, 2005). This paucity in research is even more pronounced in the
identification of effective strategies utilized by female principals in their effort to
realize the work-life balance. Knowledge of effective strategies can possibly assist
current female principals and aspiring principals by increasing the likelihood of
becoming effective school leaders through successful through successful
administration of personal resources to balance their professional and person life.
These strategies can then be used by current female principals who are faced with
the challenge of work/life balance or by aspiring principals who have set aside or
changed professional goals when deciding to fulfill their responsibilities as
mothers and wives. This phenomenological study explored lived experiences of
female principals and examined how female principals overcome work-life
challenges. Examining how female principals balance their personal and
professional lives is critical because research as has shown that 4 women
administrators experience burnout and stress due to their tendencies to deny their
own needs while seeking the satisfaction of others and their needs to cope with
family conflict (Lawson, 2008). Jo (2008) alluded that research in this area of
work-life balance is needed because women are more likely than men to switch
jobs for reasons such as work-life conflict. The goal of the study was to describe
and identify strategies, used by female principals, which could be used by current
female principals who are faced with the challenge of work/life balance or by
aspiring principals who have set aside or changed professional goals when
deciding to fulfill their responsibilities as mothers and wives.

Work-family border theory and feminist perspective are the driving force behind
the conceptual framework for this study. According to Work-Family Border theory,
each person’s role takes place within a specific domain of life (Clark, 2000). These
domains are then separated by borders that may be temporal, psychological, or
physical (Clark, 2000; Nicholas & McDowall, 2010). Borders are lines that define
the point at which domain relevant behaviors begin and end (Clark, 2000).
Temporal borders divide when work is done from when family responsibilities can
be taken care of while physical borders define where work and family
responsibilities will take place (Clark, 2000). Clark (2000) describes psychological
border as the 5 rules individuals create that dictate when certain emotions,
behaviors, and thinking patterns are appropriate in either domain. Work-Family
Border theory also addressed the issue of “border crossing” between the two
domains of life, specifically work and family (Clark, 2000). Bordercrossers are
described as participants, in the home and work domain, which have internalized
the language, culture, and values in each domain (Clark, 2000). Clark (2000)
claimed that bordercrossers are participants who are competent in one’s
responsibilities, can identify personally with domain responsibilities, and are
connected with other members in both domains. The conceptual framework points
out that any given individual manages and negotiates the work and family domains
as well as the borders between them in order to attain work-life balance (Nicholas
& McDowall, 2010). According to the conceptual framework, individuals make
daily transitions between work and family arenas resulting in a constant tailoring
of their focus, their goals and their interpersonal style to fit the unique demands of
each domain (Nicholas & McDowall, 2010). Work-Family Border theory proposes
that individuals that strongly identify with work and family domains have better
control over these arenas (Donald & Linington, 2007). Blackmore (2006) claimed
that feminist accounts can be reconstructive, as they provide a voice for the less
advantaged and offer alternative representations of leadership through narratives of
marginalized leaders. Donald and Linington (2007), further claimed that
individuals with strong identities are more likely to achieve work/life balance.
Clark (2000) alluded to the fact that people tend to take charge of their actions
rather than react to what is happening within their work and life domains.
Advancing Scientific Knowledge This phenomenological study focused on female
principals who have, not only succeeded in breaking the glass ceiling in order to
acquire a principalship position, but who have also 6 managed to achieve personal
satisfaction in their work-life balance. Currently, many women continue to opt out
of the principalship because of the numerous demands placed on them by the
educational system, which then takes their time away from their personal and
family lives. This research study identified coping strategies for realizing work-life
balance in women leaders. Heraty and Morley (2008) claimed that there is an
absence of research on coping and workfamily conflict. This research study also
created opportunities for future research in the area of mentoring and
organizational support. The current lack of organizational support and mentoring
create a dilemma for female principals who attempt to balance both family and
career responsibilities. Significance of the Study As more women participate in the
workforce, and occupy both work and family roles simultaneously, women tend to
experience conflict between in their work and family roles. O’Lauglin and Bischoff
(2005) claimed “that women, in leadership positions, are more likely to pursue a
change in career plans to positions which would allow them more time with family
because working interferes with their family domain” (p. 98). Marshall (2009)
stated that there is evidence that female administrators alter their career path when
they become mothers; therefore, making it important for professional women to
have the support systems in place to be able to balance their work and family
environments and not feel the need to sacrifice one over the other. Marshall (2009)
acknowledged the importance of having support systems in place and assumed that
female administrators possess prior knowledge of the supports necessary to
successfully realize a work-life balance. For example, a new mother working as a
principal may not be fully cognizant of the demands that will be placed by a young
child who is dependent on their care. At times, it is until the individual acquires
personal knowledge of an experience 7 he/she can prepare for circumstances in
which a similar situation is encountered. Guendouzi (2006) asserted that, “even
though women today have access to a wider range of life opportunities, for many
women that are mothers, balancing work and family responsibilities within the
constraints of a specific cultural environment results in stress and feeling of guilt”
(p. 901). Studies conducted in this area indicate that men are less likely to switch
jobs for noneconomic reasons such as the work-life conflict (Jo, 2008). More
research is needed to understand what strategies women use to manage stressors
that contribute to the physical and emotion demands on motherhood (Burns, 2009).
This study suggests that women are facing additional stressors and experience this
phenomenon in a disproportionate manner which further highlights the importance
of this study. Examining how female principals balance their personal and
professional lives is critical because research has shown that women administrators
experience burnout and stress due to their tendency to deny their own needs while
seeking the satisfaction of others and their needs to cope with family conflict
(Lawson, 2008). While denying the personal needs of female administrators may
help ensure their livelihood and that of their families, this type of coping
mechanism is unlikely to satisfy the needs of the individual and increase the
depletion rate of available resources. For example, an individual who chooses to
skip meal in order to meet with the demands placed by the education system
increases his/her risk for health problems to arise. Even in situations where
physical ailments may not be a concern, diminished dedicated reources to
relationships in one’s immediate family can lead to the development of
interpersonal or familial problems which, in turn, creates additional problem areas
for the individual to target. Given the deleterious effects of work-life conflicts, the
need to identify effective methods for achieving a work-life balance is crucial for
any individual, but it is exponentially important for women leaders since they are
the recipients of stressors not 8 necessarily endured by their male counterparts. For
this reason, this study will identify and describe the methods used by female
leaders in the local community. The results of the study will also provide greater
understanding of the challenges faced by female principals as well as an
understanding of the implications of such experiences for the development of the
adaptivecoping strategies and how they can impact a woman’s life story. Nature of
Study This study was designed to be qualitative with a phenomenological
approach. Qualitative research is a means for exploring and understanding the
meaning individuals or groups ascribe to a social or human problem (Creswell,
2009). Qualitative research provides an understanding to those who are interested
in the events of a particular time and setting. In the pursuit to identify effective
methods to achieve work-life balance, this phenomenological study explored the
lived experiences of female principals and the ways in which they realized a
balance between work and family life. Penner and McClement (2008), stated that
phenomenology can result in valuable knowledge about individual experiences.
The study purport to identify how female principals manage work-life challenges
and to establish a platform for dialogue, educating others, and contributing to the
positive mental health of women who have opted out of the principalship or who
are currently striving for balance. Knowledge of the characteristics of female
principals may be of interest to researchers since work-life conflicts can, at times,
pose an even more formidable barrier to women’s access to the principalship than
overt gender discrimination (Loder, 2005). This phenomenological study on female
principals will contribute to the body of research in the field of educational
leadership, particularly women in the principalship. Female principals endure
demanding job responsibilities, especially when combined with family
responsibilites. A phenomenological approach, utilizing an in-depth interviewing
protocol, 9 presented a rich description of the female principals’ lived expereinces
to accurately describe the phenomenon of work-life balance.

Southwest Independent School District (SISD) is located in one of the largest

urban border cities along the Texas-Mexico border. SISD has a long history, in
education, encompassing more than 100 years of service to its community. In
recent years, SISD has experienced a mass exit of experienced principals.
Currently, 44% of school administrators have less than three years of experience.
Fifty-one percent of the school administrators with less than 3 years of experience
are women. Overall, the percent of women serving in the principalship is 56%. My
Interest in the Subject My interest in the subject of female-principals and work-life
balance as a research focus initiated when I entered the principalship. A number of
factors contributed to my ultimate decision of examining how female principals
managed to realize work-life balance while 10 managing the principalship. These
factors include my experiences as a female principal, as a parent, and my desire as
to give back to a rewarding profession that has been overshadowed by the
complexity and challenges of the job. Current Female Principal. A major
contributing factor to my interest in this study was my own experience as a
principal. Over the past decade, the role of the elementary principal has witness
many challenges. As a female principal, I found the pace and demands of work and
family to be overwhelming. Early in my career, I found that elementary principals
navigate through their day, like a robot, programmed to work efficiently sometimes
through turmoil and disarray. Principals start their day making dozens of decision
even before the first student walks through the door. They go on through their day
engaged in countless conversations with teachers, staff members, parents, and
students. Added to this, are the interruptions that occur throughout the day. These
interruptions are numerous and at times can cause the most planned day to become
a total state of turmoil. From the disruptive student, to the irate parent who wants
to see the Principal because she is upset at the teacher, to the roof leaks, and a
cooling and heating system that is not working properly. Such stress inducing
events are a part of every principal’s daily work life. Planned or unplanned, each
event keeps the principal navigating through their day in a state that should not
reveal the emotional, mental toll and physical fatigue it is taking on them. Only
stopping to answer phone calls or checking emails that only add to pending file
that will probably accompany them home for the day. This means that principals
will probably have to extend their work day in order to ensure the management
aspect of their job is completed. As a principal with a family, the above noted
demands can place constraints on family. Children are carted to off to the
grandparents, daily, for care. Children activities are limited to 11 weekends and late
evenings. Between house work, children’s activities, and school events any down
time is frequently spent trying to catch up on things that have not previously been
accomplished at work or home. It is through the mist of all this that I began to
wonder if the principal ship was worth the effort and the time it took away from
my family. Furthermore as a principal, I witnessed firsthand the lack of support for
female principals when it came to balancing work-life balance. Lawson (2008)
stated that school systems have not addressed the challenge faced by women
principals when it comes to balancing their career and family lives. As a mentor
principal, I have seen firsthand how school districts have not put in support
systems for female principals. Even though mentor programs are in place but I
don’t think they meet the needs of female principals. Added to this, with the ever
changing demographics of the workforce that now includes more women in
leadership positions, who have family with responsibilities; I have seen a decrease
in mentor programs that would provide the support and the strategies needed to
manage the principal ship. The absence of mentors has a negative impact for
women in leadership positions because as women move into higher positions
within an organization, they will experience more obstacles (Wrushen & Sherman,
2008). Women are also more likely to abandon the principalship because there are
not enough female mentors to advise them on how to implement strategies that can
lead to a successful career (Scanlon, 1997). There are not enough mentors to guide
and assist female principals on the aspect of managing the principalship in order to
become effective leaders. The lack of support also goes beyond mentoring
programs. Some workplaces, such as school districts, do not take into account the
realities associated with work and family life. Maintaining a balance between work
and family life is challenging for many female principals. The biggest challenge is
finding time to spend with family. As a female principal, I 12 spend countless
hours at work. In 2005, high school principals worked 60 to 80 hours per week
(Loder, 2005). According to a study, by the National Association of Elementary
School Principals, elementary principals are putting in longer hours, lead larger
school, and supervise more people than in the past (Loder, 2005). The increase in
the number of hours principals work per week is due to the increased demands
placed on principals. As a female principal I can attest to these findings. I currently
supervise a staff of 70 and my school services over 800 students. Even though
there has been an increase in student enrollment support from central office is
nonexistent. Yet, I am held to the same standards as a male principal in a smaller
school. My desire to give something back. Another factor for me conducting this
research was based on my constant conversations and discussions with aspiring
administrators and current female principals who questioned if the principalship
was worth everything they thought they were giving up. A constant questioned
asked by aspiring principals was “When is the right time to move into the
principalship?” Many wondered if it was worth the stress and the time away from
their family. As one aspiring principal stated “I would really love to be a principal
but seeing that my young one is only seven, I feel it would have a negative effect
on her because I know there is a lot of work involved”. Brunner and Grogan (2007)
stated that the time demands in administrative roles, women may not aspire to top
administrative positions because they do not desire to take on more responsibilities
at work. Another aspiring principal, echoed the same concern; however, her
situation as complicated more because her husband is a principal. According to her,
her decision to opt out was because she the only full time parents her children had.
Her husband spent too much time away from the family and being raised as a
Hispanic female she felt it was her responsibility to take care of the children. As a
principal, I also heard the same concerns from female principals who wondered if
they had made the right decision. 13 Many of these conversations revolved around
the lack of time they spent with their family; more specially, their children. Current
female principals also wondered if the principalship was worth the stress and the
time it takes away from the family. According to a study conducted by Whitaker
(1996), male and female principals are rethinking the commitment to the
principalship. Many of these principals believe that even though the principalship
is very rewarding, many wonder if it is worth the sacrifice their family was
making. Many commented on how they found themselves feeling guilty because
they just can’t enjoy family life. One principal commented on how she felt guilty at
work because she wanted to be home with her family while at the same time she
found herself feeling guilty at a family functions because she felt she should be
working on paperwork or addressing school issues. This same principal stated that,
even though she seemed overwhelmed, she would choose no other profession.
Another principal, on the other hand, felt her time spent with her family kept her
from being more efficient at work. She felt her effort in trying to spent time with
her family took away from work. She felt as her family was keeping her from
being more efficient at work. Bolman and Davis (2008) stated that 70% of women
named personal and family responsibilities as the main barrier to career success.
Many other principals echoed the same sentiment. Interestedly, these same
principals acknowledged how rewarding the principalship was but that the
challenges and complexity of the job produced were sometimes to overbearing and
at times lead to hard decisions being made at home in order to meet the demands of
the jobs. Many found themselves choosing work over their families. Some talked
about having to miss family functions and personal children events in order to meet
deadlines at work. The conversations also included dialogue on the challenges of
the principalship. The 14 challenges were those faced by me as a principal with a
family. The discussions outlined how the demands of the job made it difficult to
balance work and home responsibilities. Many echoed how juggling both roles
created stress and tension at home. These principals also claimed they experienced
many frustrations on the job. The frustrations were related to role overload, the
inability to accomplish the many tasks and responsibilities of the principalship
(Whitaker, 1996). It was these sentiments that lead me to explore how we could
make the principalship more manageable so that female principals can realize
work-life balance. Conducting this study represents the first of what I hope will be
numerous studies that explore the need for districts to provide some type of support
system that will enable female principals to navigate through the principalship
successfully while at the same time maintaining a healthy home life. As a parent.
As a mother of two children who never knew their mother in any capacity other
than a school administrator, I was interested in identifying ways to be part of my
children’s life while at the same time continue with my professional life. The fact
that the principalship took so much time away from my children resulted in a
feeling of guilt. I remember feeling that my children at times resented me for not
being around as often as I should have been. The principalship with all its intricacy
consumed my life. I found myself working until all hours of the night. My children
were being raised by my parents. I remember one time when I called to check up
on my children and my son answered. After having a brief conversation with him I
asked to speak to his grandma. To my surprise, my son called out to grandma and
instead of telling her it was “mom” he referred to me by my name. He said, “Es
Estela”. I remember how I felt when my son called me by my name and not mom.
To add salt to injury, I remember when I 15 went to parent/teacher conference one
year and school officials referred to me at Mr. Flores’s daughter even after I told
them who I was. Apparently, my dad had become my children’s responsible parent.
It was at that point that I realized I had lost my identity as a parent. I knew at that
very moment that I had to change how I did things at work and at home. I realized
that I had to figure out how I could get my work done at school within a reasonable
time so that I could get home to my children. The principalship, unknowingly, had
consumed my life and had taken me away from my life’s most valuable possession,
my children. I had to figure out how to juggle my work and my family
responsibilities without it affecting not only my physical and emotional well-being
but my children’s as well.

Balancing work and family life has been a struggle for female principals because
they are expected to maintain traditional family responsibilities when they acquire
a professional career. Women, who find they maintain the traditional family
responsibilities, while acquiring a professional role, result them juggling two full
time jobs. The conclusions are organized by three major findings: (a) participants
expressed many challenges in balancing work and family live; (b) participants
developed varies support systems in order to complete work and family tasks; and
(c) participants employed a variety of strategies to realize work-life balance. This
phenomenological study was designed to investigate the lived experiences of
female principals in elementary schools. The study was qualitative in an effort to
understand the meaning individuals ascribe to a social and human problem
(Creswell, 2009). The qualitative methodology that I used in this study focuses
more on investigating female principals’ lived experiences, personal perspectives,
and reasons for their actions. I used phenomenological inquiry through personal
interviews to understand the lived experiences of five female participants. Through
the use of qualitative methodology and Work-Family Border Theory I found
meaning in the interviewees’ narratives that provided understanding of the
principals’ lived experiences. Discussion and Conclusions The analysis presented
in this phenomenological study indicated that appropriate work-family
management strategies help female principals realize work-life balance. It is
argued that work-family management strategies are a significant determinant of
achieving work-life balance and that role-sharing strategies are preferred by most
female principals because these 79 options permit them to enjoy the enhancement
of both work and family roles while reducing the level of work-life conflict.
Delegating the venture role through participative human resources practices is vital
for female principal who are highly committed to the family role. Women who
build management and work teams are able to handle family situations without
disrupting the operation of the school. By reducing the level of involvement at
work, the level of involvement at home will increase. As a result, it is proposed
that team-building, and management practices, such as delegating, are driven by
the need for female principals to manage work-family conflict and therefore, the
ability to realize work-life balance. This phenomenological study makes a unique
contribution to the literature on work-life balance in three ways. First, it uses
qualitative methodology which allows this study included participants from a
diverse group of ethnic groups, different educational experiences. This allows
interpreting findings from a female principal’s perspective. Second, the literature
on work-life balance has focused on corporate America organizations, while this
dissertation study includes female principals from a school district. Third, although
mentoring was not explored in this study, all participants referenced mentoring, or
some type of informal or formal networking, as a need to successfully manage the
principalship. Although issues regarding work-life balance have been widely
studied, few studies have investigated how female principals realize work-life
balance. Finally, this dissertation is expected to provide a new perspective to the
how female principals can realize work-life balance while navigating the
challenges of the principalship. The findings of this study revealed that without a
support system; which included support from family members and colleagues, the
participants in this study would not be able to serve in the principalship nor would
they be able to find balance in their professional and personal lives. All participants
pointed out that even though their husbands were a great support system because
80 they shared the responsibility of taking care of the children along with taking on
added responsibilities such as running errands or doing house work. Additionally,
grandparents were also a support system because they assumed daycare
responsibilities when husbands could not. The participants found comfort knowing
that their children were looked after by loved ones. All participants also noted that
their social network facilitated the decision making process at work. When they did
not know something they would call on these individuals for advice and guidance.
This released the stress level at work and allowed for a smoother transition to
home. The findings also indicates that female principals were able to maintain
balance at work and home by identifying resource tools that helped them
accomplish the multitudes of tasks placed on them daily as working mothers.
Amidst of this disarray the participants made it clear that there were times when
their families came first and at times work took precedence. Nonetheless, they
prioritized their work and home responsibilities in order to meet the demands of
the principalship and family life. Furthermore, the female principals learned how to
communicate with work and family members in order to maintain balance and
compromise when tough decisions had to be made.

relevant study that focuses on work-life balance in the field of criminology. The
study titled "A Conceptual Framework for the Work-Life Balance of Criminology"
provides a conceptual framework for understanding work-life balance in the
context of criminology. It aims to identify the research gap and variables associated
with work-life balance in the field. The study employs a systematic literature
review approach to identify prospective areas for future research on work-life
balance in criminology.

Local Literature

(Rica Abenoja 2015)

This study explores how the student creates ways to maximize their time in
working and in studying. The said study also aims to investigate and identify
students' experiences while working. They are starting at how difficult their
situation. Next, the problems they encounter. Then, how they deal and cope with
such difficulties. The purpose of this study is to investigate the experiences of
working while studying. In this study, a qualitative study is used. It is a subjective
report which made utilization of a phenomenological way to deal with
accumulating important information. The method that is used in the process of
making this part of the study is the Snowball technique. Based on the participants’
responses on their perceptions on working while studying, it is confirmed that
financial support, self-development and internal motivation to integrate theory and
practice are among the driving forces of working while studying at university. The
findings also show that the participants have happy feeling and good time
management. Moreover, it shows that the effective ways of overcoming the
problems they encounter is through good time management and self-reflection. The
last research question intended to ask the participants their suggestions and
recommendations for students who have similar condition. Among the suggestions
are the students who decide to work while studying must be first of all committed
and disciplined.

Working while studying is driven fundamentally by budgetary need: to cover

setbacks in different types of understudy bolster; to top up salary to give a superior
understudy understanding, or to help towards future objectives. It additionally
empowers understudies to share the duty regarding meeting the expenses of their
examination, furnishes them with a feeling of monetary autonomy, and creates
abilities in overseeing accounts. This new work expands on discoveries from the
SIES to pick up a more profound comprehension of the motivations to work, the
nature of work undertaken, and the difficulties and advantages of working while
studying in higher education (HE) (Williams, 2014). A study led by Endsleigh
(2015), showed that eight out of ten (77%) understudies are now working part-time
to help them in their financial needs in school. Being a working student is stressful
most likely in balancing your social life, time for family, school, and work.
Figuring out how to manage the pressure that pursues with being a working
undergrad, and ensuring you have no less than one night off a week, can bring
down your stress levels ten times (Mitchell, 2016). Filipino students are still able to
support themselves financially through working although they have financial
problems. According to The Working Student (2016), to set down the job options
of Filipino working students namely online jobs, paid corporate internship, fast-
food crew, and school jobs. Filipino students are struggling because they have to
meet the standards in their work so that they will not lose their job and maintain
academic performance so that they will not get a failing grade. Around 216,000
understudies in the Philippines are right now juggling school and work, the most
recent information from the Commission on Higher Education (CHED). About 8%
out of the total number of college students in the Philippines is a working student
(ABS-CBN News, 2010). According to CHED (2010), only half of the employed
students can finish college, as many cannot concentrate on their studies, while
others have poor health, and other give up because of financial problem. In Davao
Region, the low rates of the study accomplishments are the central concern of the
Department of Education (DepEd). The study of Ramento (2011), states that the
low educational attainments of the students in the City of Davao were due to a low
salary which leads the students to combine working and studying. Thus, the
students that have financial problems are spending more time working than
studying, and because of this, they attained poor grade and poor performance in
school. According to the findings of the study conducted by Williams (2014), the
reasons why students work is due to budgetary need, meet a quick or basic
necessity, and to help the understudies in their future objectives. This was
supported by the study of Furr and Elling (2002), where the reason why the
students work part-time is due to financial problem. Aside from these reasons,
there were also consequences of working while studying and that is according to
the findings of the study of Darolia (2014), where understudies take fewer
attributes in school because of work duties. As a result, the students' lost
confidence to enroll and are dropping out and started to find a stable job. The U.S.
Bureau of Labor Statistics (2013), found 34.1 percent of high school students that
graduated between January and October 2013 are now part of the workforce.
Researches about working students are mostly conducted at universities in
developed countries, but those researches lack knowledge about how working
students face their everyday lives and how they conquer every problem they
encounter. According to the study of Ruhm (1997), it is necessary to understand the
effects of working students in society because as the rate of working student
reached an abnormal state, job-hiring started to show the negative impacts that
were attributed to it since it lessens instructive fulfillment and scholarly execution
particularly among youthful laborers without school training. On the other hand, if
working at a young age proves to be a favorable aspect of the economy. Then the
high rate of working student could add to profit gaps observed later in life. Since
there are many possible conclusions, the researchers have to see the lapses of this
work so that the researcher will be able to explore the experiences of the working
students and to be able to understand fully what a working student is. This study
explores how the student creates ways to maximize their time in working and in
studying. The said study also aims to investigate and identify students' experiences
while working. They are starting at how difficult their situation. Next, the problems
they encounter. Then, how they deal and cope with such difficulties. Finally, to
provide a solution that might help the working students shortly. Purpose of the
Study Investigating the experiences of working students is the purpose of this
study, on how hard their encounters are, to know the significant differences
between working and non-working students. Next, to gather relevant data on how
did the working students’ cope up with their struggles and difficulties. Also, this
study aims to know the motivations of working students. Lastly, to fully
understand the experiences of a working student and to help the students shortly to
understand what it takes to work while studying. In generalization, this study aims
to grasp the essence and entirety of a working student's life

Students engaged in part-time and sometimes full-time employment while studying

is becoming a normal phenomenon everywhere. Job employment will eventually
prepare the students for their future profession. While ordinary experiences will
comprise the majority of the data content of this study, these data will be analyzed
and justified using particular theories. This study makes use of the Moral
Responsibility Theory of P.F. Strawson, Sociobiology Theory of Edward Wilson,
and the Existential Theory by Soren Kierkegaard and Friedrich Nietzsche. The
Moral Responsibility Theory of P.F. Strawson published in 1962 presents the
consequences of each action in the pros and cons result. It can be defined in
Philosophy as the status of morally worthy praise, reward, blame, or punishment
for an act performed or neglected by one's moral obligations accompanied by the
three essential elements: accountability, freedom, and results that can be either
praiseworthy or blameworthy. This theory shapes the pros and cons of the life
experiences of working students. As indicated by Watts and Pickering (2000),
working part-time and studying full-time has a variety of positive outcomes and
respondents generally viewed part-time employment as a necessity to survive in
the contemporary higher education sphere. However, the student might experience
under pressure due to demands in academics such as completing the tasks in the
given time and instability regarding with financial. The work plus studies make
these hardworking students sleep deprived, and sleep deprivation increases the risk
factors of insomnia and damage to brain function. Working students exposed to
excessive workload despite the satisfactory salary will have bad effects on health
and wellbeing in the long run. Second, this study will also make use of the
Sociobiology Theory of Edward Wilson published in 1975 that talked about the
relationship between social behavior and Charles Darwin’s Evolution Theory. It
focuses on the hypothesis that natural selection partly affects the behavior of an
individual. Natural selection is a process in which different biological traits
become more or less ordinary based on the effect that a specific attribute has.
Furthermore, sociobiology investigates and illustrates that the concept of one’s
behavior may be due to by the genes of their parents. This theory gives shape to
this study in a way that it helps to offer a valid point over the circumstances that
surround the research participants which have urged the decision to be a working
student to afford education. It will also aid in the comprehension of the behavior of
the students as they adapt to what a certain thing adequately fit in that precise
social change whether their determination is genetically passed or
environmentally-circumstantial. It is through this theory that the experiences and
characteristics of the participants are given meaning and importance in their
decision-making process. Lastly, this research will use the Existential Theory
which is a branch of Philosophy that focuses on the meaning of life. Existential
Theory (also referred to as Existentialism, Merriam 1828) can be taken as a
philosophical theory which means that someone's development depends on their
choice and which emphasizes that everyone is free and responsible. It is the view
of humans that define their meaning in life and try to make rational decisions
despite existing in an irrational universe. The Existential Theory is categorized into
two perspectives: first, a religious perspective which states that humans' free will is
affected by their beliefs. Second, a psychological perspective which states that
everyone has their different mind and will, whatever they decide is through their
own. To relate in this study, working students' possess legal rights and own action
which corresponds to their will. Existential theory will aid in further understanding
of the instances such as students might even stop studying to continue working or
starting studying to stop working and even or commonly do both simultaneously.
Existentialism has a certain thing to focus in terms of a human will and supports
the factors that affect the working students' choices and perspective.

Researches about working students are widely been conducted in different

countries but those researches lack knowledge about how they face their everyday
lives and how they conquer every problem they encounter. This study will help to
fully understand the experiences of working while studying. The results of the
evidence drawn from a voluminous body of sources show that financial support is
one of the driving forces of working while studying wherein they want to support
themselves financially and be independent. Self-development is also a driving
force. They want to improve themselves, the quality of life they have, and gain
experiences that they could possibly use in the future. Most of the reason why
students work is because of money. This serves as an internal motivation for
students to work more even though they are studying as well because they earn
money. Working also gives them a happy feeling because they gain while studying.
In the same way, it helps them manage their time properly and efficiently by
determining their time for study and time for work but there are times that they are
having poor time management due to work overload. Being a working student is
truly hard and it comes with great responsibility.

This gives them a sense of being responsible for their actions and choices.
Students also get a lot of experiences and ideas while working which can help
them improve their personal life and enrich their problem-solving skills. Working
alongside studying also helps the students to know the positive and negative
impact of working while studying, how to surpass the problems they encounter and
realize how hard it is to gain money. Commitment, discipline, and time
management are essential when working while studying. Recommendation In this
stage, the researchers are able to give recommendations to each person who is
involved in this study.

• To the working students. Treat the time for studying like the time for working.
You should balance your time for both. Time management is essential in working
while studying.
• To the future researchers. Increase the number of participants to attain more key
themes and more accurate results.

• To the teachers. Motivate your students to pursue and reach their dreams. For
them to never give up and surpass all the challenges they encounter.

• To the parents. Still guide your son or daughter by providing special time and
making them feels valued. This boosts their abilities and strengths.

-"The Experiences of Working While Studying: A Phenomenological Study of

Senior High School Students" by Rica Abenoja explores the experiences of senior
high school students who work while studying. The aim of the study is to
investigate and identify the experiences and challenges faced by these students as
they balance work and education commitments.

While this study may not directly relate to your research on work-life balance in
the field of criminology, it can provide valuable insights into the experiences of
individuals who juggle work and study responsibilities. You can draw upon the
findings and themes identified in this study to gain a deeper understanding of the
challenges, strategies, and impact of balancing work and education commitments.

Some potential areas of relevance to your research on work-life balance in

criminology could include:

Balancing Work and Study: Explore how criminology students manage their time
and energy to balance their academic pursuits with work responsibilities. Consider
the challenges they face, the strategies they employ, and the impact on their overall
well-being and academic performance.

Impact on Per Personal Investigate how balancing work and study commitments
in the field of criminology affects students' personal lives, including their
relationships, social activities, and self-care practices. Examine the challenges they
encounter and the strategies they employ to maintain a healthy work-life balance.

Coping Strategies: Explore the coping mechanisms and strategies utilized by

criminology students to manage the demands of work and study. Consider the role
of support systems, time management techniques, and self-care practices in
maintaining a healthy work-life balance.

Academic Performance: Investigate the relationship between work-life balance

and academic performance among criminology students. Examine how effective
work-life balance strategies contribute to their success in academic pursuits and
identify any potential challenges or trade-offs.

By incorporating the insights and themes from the study on senior high school
students' experiences of working while studying, you can enhance your
understanding of work-life balance in the context of criminology and gain valuable
insights into the experiences of individuals who balance work and study
commitments in this field.

relevant study titled "The Experiences of Working While Studying: A

Phenomenological Study of Senior High School Students" by Rica Abenoja. This
study explores the experiences of senior high school students who work while
studying and aims to investigate and identify their experiences and challenges in
balancing work and education.

While this study focuses on senior high school students, it can provide valuable
insights into the experiences of individuals who balance work and education.
Although it is not directly related to the field of criminology, it can still offer
insights into the challenges and strategies for achieving work-life balance in a
similar context.

Foreign Studies

(Felicia Daniels-Colbert 2021)

The purpose of this phenomenological study was to understand the work-life

balance approaches for female assistant principals at Middleburg School District
(pseudonym). Two theories were used to answer the central research question:
What are the lived experiences of female assistant principals in connection with
their role and approach to balance work and life responsibilities? Work/family
border theory by Clark (2000) guided the study as it explains how people manage
and make decisions on how to spend their time between work and family
obligations. Additionally, the role theory by Biddle (1986) expounded on how an
individual’s role influences decisions for finding a balance between work and
family expectations. A transcendental phenomenology design was used to find
work-life balance approaches for 12 female assistant principals. Using a purposeful
sampling approach, participants were selected based on the criterion of female
assistant principal, mother, and married or living with a significant other. A semi-
structured interview, document analysis, and focus group captured the true essence
of work-life balance approaches. QSR International NVivo 12 qualitative software
was used for data analysis. Four themes emerged during the data analysis from the
semi-structured interview and focus group transcriptions and interpretation of the
anonymous letters to a first-year assistant principal. The four themes were: creating
a balance, practicing eating and self-care, identifying roles and responsibilities, and
maintaining an organized system. These themes confirmed that female assistant
principals who have children, are married, or living with a significant other
struggle balancing professional and personal responsibilities. Participants
recommended using the following approaches to minimize imbalances: building
relationships, time to unwind from work, managing role conflict, checkpoints,
calendars, exercise, managing stress, and self-care. Keywords: assistant principal,
work-life balance, work/family border theory, role theory

The field of education is constantly evolving requiring school leaders to work

longer hours (Armstrong, 2015; Balyer, 2017; Searby, Brown-Ferrigno, & Wang,
2016). Typically, school leaders must supervise after-school activities, supervise
sports events, and attend parent meetings. These demands are negatively disrupting
their relationships with family and friends (Braun & Peus, 2016; Clark, Rudolph,
Zhdanova, Michel, & Baltes, 2017; Lakshmypriya & Krishna, 2016). These
disruptions can result in work and family clashes especially for female school
leaders. For instance, female leaders with family obligations often have negative
work experiences due to long work hours resulting in poor work-life balance
(Agosto & Roland, 2018; Hamidullah & Riccucci, 2016; Haskins et al., 2016; Sok,
Blomme, Ruiter, Tromp, & Lub, 2018). Work-life balance occurs when a positive
balance exists between the personal and professional life of individuals (Edwards,
2000; Jones, 2016; Pahuja, 2016). Female assistant principals (APs), women who
are next in succession to fill principalship vacancies, often struggle to achieve
work-life balance. Unfortunately, their work and life challenges are absent in the
literature. Further research is needed to examine the work-life experiences of
female assistant principals, which will help with their preparation for the
principalship using strategies to manage personal and professional responsibilities.
The purpose of this transcendental phenomenological study was to examine the
approaches that contribute to a positive work-life balance for female assistant
principals. This chapter describes the historical, social, and theoretical context for
the assistant principal ship and the challenges of female leaders as they strive to
manage personal and professional life obligations. Additionally, this chapter will
outline the problem statement, purpose statement, 15 research questions, and
definition of terms that will aid in understanding work-life balance approaches for
female assistant principals.

The assistant principal ship is for individuals who are interested in a principal
position (Ellis & Brown, 2015; Marshall & Davidson, 2016; Morgan, 2018). These
individuals were once teacher leaders encouraged by their principals to seek an
administrative position. Unfortunately, after serving in the capacity of an AP, some
female assistant principals are not interested in filling principal vacancies for
several reasons (Allen & Weaver, 2014; Barnett, Shoho, & Okilwa, 2017). For
instance, ongoing educational reform, surges in student discipline, and the daily
management of the school require assistant principals to spend over 50 hours per
week to ensure compliance with district and state mandates (Allen & Weaver,
2014; Searby et al., 2016). These demands lead to stress and excessive workloads
which become factors for not seeking the principalship (Ellis & Brown, 2015;
Helterbran & Reig, 2004; Morgan, 2018). The increased workloads and
accountability measures trigger stress and imbalances for female assistant
principals, especially for those who have children, a spouse, or significant other.
Current literature describing the roles and responsibilities of assistant principals is
overlooked in educational research (Searby et al., 2016). Thus, to prepare assistant
principals for principalship positions, more research is required with a focus on
work-life balance approaches. Historical Contexts The position of assistant
principal began in the 1940s as a response to increases in student enrollment and
the “growing needs for persons to perform the myriad of administrative tasks”
(Kindsvatter & Tosi, 1971, p. 456). Coppedge (1968) proclaimed that the assistant
principalship was created to fill a need rather than careful planning about the duties
and responsibilities of the 16 position. Similarly, Kindsvatter and Tosi (1971)
suggested that the position of assistant principal is “ill-defined and has been
established on the basis of expediency rather than sound educational planning” (p.
458). For example, assistant principals were tasked with building management
with minimal focus on instructional tasks (Bates & Shank, 1983). These limitations
reduced advancement opportunities and promotion to a principalship (Black, 1980;
Clements, 1980; Gross, Shapiro, & Meehan, 1980). By the 1980s, research studies
showed a shift in the position of assistant principal (Iannaccone, 1985). Gorton
(1987) concluded that assistant principals were interested in more instructional
tasks and curriculum improvements instead of discipline and building
management. As a result, Greenfield (1985) suggested the development of an
instructional presence for assistant principals that limits the monitoring of
discipline and building stability. He proposed that the position must be
professionally rewarding inclusive of collaborative learning opportunities that will
make them stronger instructional leaders. Despite the efforts in the 1980s to shift
the roles and responsibilities of assistant principals, the literature showed that the
position responsibilities were not defined (Golden, 1997; Porter, 1996). During the
1990s, research studies continued to show the inequity in assistant principal’s
responsibilities (Marshall, 1992; Porter, 1996). Marshall (1992) suggested that the
duties of assistant principals consist of “gray areas that are ill-defined, inconsistent,
and incoherent” (p. 6). To date, the role of an assistant principal is to handle
discipline issues, attend after-school events, and assist with the daily management
of the schoolhouse in addition to following the directive of the principal (Porter,
1996; Wells, Scollay, & Rinehart, 1999). Research undertaken by Mertz and
McNeely (1999) created a portrait of the assistant principal position. The authors
argued that the position description was vague although the principal assigned
more instructional 17 responsibilities. It was also concluded that assistant
principals spent several hours beyond the school day on work related tasks. In
another study, Sun (2018) surveyed assistant principals and identified student
discipline, scheduling, and the monitoring of lunch and buses as their primary
tasks. Poorly defined assistant principal job descriptions are present across several
school districts. Currently, assistant principals are experiencing structural barriers
that adversely affect their roles and responsibilities (Peters-Hawkins, Reed, &
Kingsberry, 2017). Structural barriers include increases in diverse student
population, lack of culturally sensitive teacher training, and discipline. The
findings from Houchens, Niu, Zhang, Miller, and Norman (2018) suggested that
disparities exist in assistant principal’s perception of their roles. The researchers
concluded that assistant principals perceived their role as more policy management
with little focus on instructional tasks. Thus, the role and tasks of assistant
principals have remained constant (Cohen & Schechter, 2019; Houchens et al.,
2018; Sun, 2018). Social Contexts Women are assuming demanding roles that
require a balance between work and family responsibilities. However, despite their
best efforts, female leaders experience conflict in their professional and personal
lives resulting in imbalances (Balyer, 2017; Braun & Peus, 2016; Drummond et al.,
2017). Nanda (2015) examined the relationship between work-life conflict and
employee performance based on gender, marital status, and age. Results showed
that increased workloads cause poor work performance and elevated levels of
stress due to work and life imbalances for some employees. These imbalances of
work responsibilities can impact an employee’s personal life resulting in hostility
towards work tasks. The findings identified marital status as worsening work-life
conflict for employees. 18 Similarly, women who are experiencing conflict in their
personal lives often allow those issues to alter their professional expectations
(Lakshmypriya & Krishna, 2016). Wepfer, Brauchli, Jenny, Hämmig, and Bauer
(2015) suggested that women exit the workforce when they decide to start a family.
Leaving the workforce is a decision made by some women to handle family
responsibilities at the sacrifice of their career or the fear of job insecurity due to
imbalances (Mauno, Cheng, & Lim, 2017). Klatt (2014) conducted a study that
involved male and female superintendents and their practices to balance work and
life activities. The data showed how men and women confront work-life balance
differently while serving in higherlevel leadership positions. For instance, the male
participant in the study used a daily calendar to find time for family experiences as
a strategy to balance work and life. In contrast, the female participant used the
allowance of time and space by returning home early to relax as a method to
personal and professional balance. Assistant principals must understand the
demands and requirements of the position before moving from the classroom to
administration and adopt strategies to maintain balance once achieving these
positions. The earlier mentioned studies support the need for more research that
focuses on work-life balance of female assistant principal. Theoretical Contexts
Today’s workforce stipulates individuals to assume multiple roles that are
incompatible with their personal and professional lives (Neto, Chambel, &
Carvalho, 2018; Rizzo, House, & Lirtzman, 1970). These competing demands of
work and life responsibilities are causing conflict and imbalances that negatively
affect the health of individuals (Clark, 2000; Siu et al., 2015). To examine the
work-life balance approaches of female assistant principals, Clark’s (2000)
work/family border theory and Biddle’s (1986) role theory guided the study. 19
Role theory. The role that individuals assume to address the demands of work and
life often result in conflict. Role theory provided insight into the demands and
responsibilities of female assistant principals as they achieve a work-life balance.
According to Biddle (1986) and Ivey and Robin (1966), role theory argues that
individuals establish norms and expectations for their role in work and family
domains. Although the roles are constructed, conflict arises when the roles become
incompatible. Role conflict is described as the negative interaction between work
and family demands (Greenhaus & Beutell, 1985; Ivey & Robin, 1966). Role
conflict triggers stress that leads to poor job performance because of “the
concurrent appearance of two or more incompatible expectations for the behavior
of a person” (Biddle, 1986, p. 82). The conflict between roles is differentiated as
time-based, strain-based, and behavior-based conflict (Greenhaus & Beutell, 1985).
These interrole conflicts arise when an individual struggles with managing his or
her time between personal and professional responsibilities (Greenhaus & Beutell,
1985; Ivey & Robin, 1966). Work/family border theory. Work and life are separate
domains that positively or negatively affect an individual. Unfortunately, some
individuals struggle to find a balance between work and family responsibilities
resulting in conflict. A balance between work and life requires individuals to
manage obligations across both environments. Work/family border theory (Clark,
2000) describes how employees share and manage their time between work and
family spheres to achieve a balance. Additionally, the theory argues that people
move daily between borders adjusting their focus to carry out work-life goals and
tasks. For example, a parent will leave work early to ensure their prompt
attendance at a family event. Individuals who take the initiative to limit their work
demands to attend family obligations tend to have balance (Clark, 2000; Clark
2001). Clark (2000) suggested that a balance occurs between work 20 and family
when there is limited conflict across both domains. Likewise, in Clark’s (2001)
study, the researcher extended the work/family border theory explanation by
concluding that borders are flexible and permeable depending on the demands in
each environment. They shape and determine the relationships that occur in each
domain resulting in a balance or imbalance with work and life. Similarly, some
researchers discovered that the consequences of imbalances between work and life
are depression and stress that often result in low work performance, absenteeism,
and employee turnover (Drummond et al., 2017; Minnotte & Yucel, 2017; Rabenu,
Tziner & Sharoni, 2017).

Searby et al. (2016) recommended more research to determine if assistant

principals are ready to tackle the daily tasks of a principalship considering the level
of expectations. As a researcher, female assistant principal, mother, and spouse, I
brought my own beliefs and assumptions to this study. I believe that the problems
of work and life imbalances for female assistant principals stem from overbearing
workloads, lack of employer family policies, and systemic procedures. Hence,
these obstacles require more research to improve the quality of work and life for
female assistant principals. To ensure the implementation of successful worklife
balance approaches, female assistant principals must be aware of their imbalances
to achieve a desirable quality of life and promotion opportunities. Personal
Motivation I am a female African American assistant principal with over 20 years
in the field of education. Serving in the role of assistant principal at the secondary
level, I supervise an array of events that often extend beyond the school day. The
demands of a high school include several sports events and community activities
which require an administrator to be present. These 21 events require me to spend
extensive hours away from my family. As a wife and mother of two scholar
athletes, I try to balance my time between family and work obligations.
Unfortunately, I have uneven results with managing my time and have experienced
imbalances and conflict within my personal and professional life. Philosophical
Assumptions As a qualitative researcher, I must recognize how philosophical
assumptions intertwine with my study. Ontological assumption speaks to the
construction of multiple realities to achieve a level of understanding (Creswell &
Poth, 2018; Lincoln & Guba, 1985). An ontological assumption guiding this study
originates from my personal experience as an assistant principal and the
responsibility of being a mother and wife. Compared to other professions, female
assistant principals’ experience with work and life obligations impede their success
with achieving a principalship (Marshall & Davidson, 2016). Klatt (2014)
proposed female leaders must make conscious choices while addressing work and
life expectations. For this reason, female assistant principals must recognize the
areas of imbalances between their work and life to avoid conflict. According to
Creswell and Poth (2018), an epistemological assumption requires the
establishment of a close relationship with participants to discover and collect
evidence. Currently, I am an assistant principal with a deep belief that women who
seek leadership positions do so to make a difference in the lives of their families
and student population. Often, we assume a leadership position without a clear
understanding of the sacrifices required to be successful. Lincoln and Guba (1985)
suggested that the inquirer and participant “interact to influence one another” (p.
94). As a mother, wife, and female assistant principal. I am aware that balancing
personal and professional obligations can be challenging at times. I am also aware
22 that my individual perspective of work-life balance may not mirror those of the
study’s participants. I bracketed out my personal bias during the interview and
focus group to understand how the participants approach a balance between work
and family responsibilities. My goal to create a collaborative environment that
allowed me to learn specific work-life balance approaches that foster a successful
quality of life for fellow female assistant principals. Serving in the role of assistant
principal within the selected school district, I must attend the same professional
development sessions lessened the participants. These professional development
sessions will lessen the disconnectedness (Lincoln & Guba, 1985) between the
researcher and participants. An axiological assumption is described as the reporting
of values and biases (Creswell & Poth, 2018; Lincoln & Guba, 1985). My
axiological assumption is that not all female assistant principals face the same
challenges and their approaches to a work and life balance differ based on their
experiences. Discovering and sharing how female assistant principals who are
mothers, married or living with a significant other address their personal and
professional imbalances will help minimize stress and conflict resulting in better
relationships. It is my rhetorical assumption that the study findings do not serve as
truths but as suggestions on how female assistant principals can address
imbalances with work and life obligations. Research Paradigm Creswell and Poth
(2018) described social constructivism as seeking “understanding of the world in
which they live and work” (p. 24). This study used a qualitative transcendental
phenomenological approach to examine work-life balance experiences of female
assistant principals. I tried to understand and describe the challenges female
assistant principals face while balancing personal and professional responsibilities
using a semi-structured interview, 23 document analysis, and focus group
document analysis. It is my hope and desire that this study offered strategies that
support a successful work-life balance structure for the assistant principal position.
Problem Statement The workforce is changing, requiring employees to stay abreast
of current trends relating to their job responsibilities (Pahuja, 2016). These
demands impose extended work hours for employees that often infringe on family
obligations resulting in conflict (Choi et al., 2017; Clark et al., 2017). For instance,
mothers who seek leadership positions might experience imbalances and the strains
of managing work and family (Buchanan, 2014; Longman, Daniels, Bray, &
Liddell, 2018; Minnotte & Yucel, 2017). Finding a balance between work and life
is integral to the success of the employee and organization (Nanda, 2015; Sirgy &
Lee, 2017). Female principals struggle with balancing their personal and
professional responsibilities (Helterbran & Reig, 2004; Kafka, 2009; Murakami &
Törnsen, 2017). Principals spend over 40 hours per week addressing school
demands (Beisser, Peters, & Thacker, 2014; Grissom, Loeb, & Mitani, 2015). The
increased work hours that extend beyond the normal school day require principals
to sacrifice time away from family and friends (Oplatka, 2017; Rabenu et al., 2017;
Sirgy & Lee, 2017). As a result, their emotional and psychological well-being are
negatively impacted leading to turnover and dissatisfaction with the principalship
(Drummond et al., 2017; Hwang & Ramadoss, 2016; Minnotte & Yucel, 2017).
Present research focuses on the struggles and turnover of principals while
excluding the role and challenges of female assistant principals with their work and
life responsibilities (Balyer, 2017; Rangel, 2017; Shore & Walshaw, 2016). Female
assistant principals are expected to spend extended hours away from family and
friends to meet systemic demands (Galea, 24 Houkes, & Rijk, 2013; Marshall &
Davidson, 2016). These demands result in stress and dissatisfaction in the assistant
principalship (Armstrong, 2015; Liang & Augustine-Shaw, 2016). The problem is
that female assistant principals experience work-life imbalances due to role
conflict, excessive workloads, stress, and prolonged work hours and require
approaches to manage work-life responsibilities. Due to limited research about the
assistant principalship, it is vital for more studies to involve successful work-life
approaches. Purpose Statement The purpose of this transcendental
phenomenological study was to understand the worklife balance approaches of
female assistant principals at Middleburg School District (pseudonym). Work-life
balance is “the idea that work life and personal life are complementary of each
other in bringing perfection to one’s life” (Johari, Tan, & Zulkarnain, 2018, p. 110).
The theories that guided this study were work/family border and role theory.
Work/family border theory (Clark, 2000) describes how individuals manage work
and family expectations to achieve a balance. Role theory (Biddle, 1986; Mead,
1934) was used to examine the influence of role conflict on the well-being and
work-life balance for female assistant principals. Understanding work-life balance
approaches revealed the challenges of female assistant principals and presented a
lens for analyzing the coping strategies and approaches used to achieve a balance.
Significance of the Study The shift in workload and increased instructional
responsibilities for assistant principals results in stress and conflict that impede on
their work and life balance (Marshall & Davidson, 2016). As Oplatka (2017)
found, female school leaders experience tension and stress due to excessive
workloads. Failure to adhere to a positive well-being inclusive of limited conflict
and stress leads to dissatisfaction and turnover in the position (Richardson &
Loubier, 2008). Beisser 25 et al. (2014) reported that female leaders viewed their
jobs as stressful, and it was hard to find a balance between professional and
personal responsibilities. Current literature that focuses on the role and needs of
assistant principals is limited (Searby et al., 2016). This study will be significant in
finding work-life balance approaches that will resolve dissatisfaction and
disengagement with leadership positions.

The purpose of this research was to understand the work-life balance approaches of
female assistant principals. The goal was to reveal approaches used by the
participants to manage their professional and personal responsibilities that could be
shared with new female 172 assistant principals. Since all of the participants were
African American, a future study that investigates the work-life balance approaches
of women with different ethnicities should be conducted. This would help detect
shared approaches that better prepare new female assistant principals for the
position. Additionally, it would be interesting to see how male assistant principals
manage work and life demands to achieve balance. Their approaches will provide
another perspective that would prepare all individuals regardless of gender or
ethnicity for the assistant principalship. Conducting more qualitative studies is
another recommendation. Specifically, a case study on the work-life balance of
assistant principals at one school site could help understand the challenges they
endure with demands. Case studies could help find more approaches from the
perspectives of working in a team formed of assistant principals. The results could
help understand the assistant principalship’s needs and challenges and elaborate on
how supervisors and district leaders can support assistant principals. Another
recommendation for future research is to conduct this study in a school district
with a smaller student population. Previous studies have shown that the job
description for the assistant principalship varies by grade and school district. These
differences can help ascertain how female assistant principals balance their
professional and personal demands. The results could help find other approaches
that were not previously discovered because the assistant principalship
expectations may be different. Individuals who seek an assistant principalship must
enroll in a post-secondary administrative program. Future research on college
preparation programs for the assistant principalship is needed to determine how
they prepare candidates and what program changes should be considered to ensure
they are successful in the position. An added recommendation 173 will be to
examine if the different administration leadership programs offer work-life balance
and healthy well-being techniques to ensure success and contentment in the
position. The results could present valuable information about program changes
that can better prepare candidates. Also, programming changes could prepare
assistant principals to assume vacant principalships with minimal work and family
imbalances or conflict. Summary This transcendental phenomenological study
sought to understand the work-life balance approaches of female assistant
principals. Although there are studies on the assistant principalship, they do not
include approaches for managing work and life demands. The 12 participants had
different years as assistant principals and were open about the challenges they
faced. They included detailed descriptions of their personal lives and identified
specific approaches they used to achieve a balance. The approaches identified by
the participants were: building relationships, time to unwind from work, managing
role conflict, daily and weekly checkpoint, detailed calendar, exercise to stay
healthy, managing stress, and self-care. The study revealed that female assistant
principals struggle with balancing their professional and personal lives.
Participants recognized that the assistant principalship’s nuances are ever-changing
and how they manage their responsibilities could vary from year-to-year.
Experience and years in the assistant principalship helped with achieving a balance
for most participants. The participants described how they “learned” to manage
their day to free up time in the evening. Their approaches resulted in healthier
well-being and contentment with the position. Several participants infused the
same approach, with some having more success compared to others. 174
Furthermore, the study’s theoretical, empirical, and practical implications showed
why the participants struggle as mothers, spouses, and other significant others. The
implications support the need for sessions or coursework that focus on work-life
balance strategies for new assistant principals, coupled with healthy well-being
techniques. COVID-19 has added another layer to the responsibilities of the
assistant principalship. The schoolhouse’s impromptu switching to virtual learning
has created a gap for those assistant principals with low technical aptitude.
Participants were forced to learn how to support students and teachers virtually
while simultaneously helping their children adapt to online learning. As a result of
my research, women leaders must balance work and family obligations to mitigate
conflict and health issues. Additionally, as the assistant principalship’s
responsibilities often change, college leadership preparatory programs, school
districts, and principals must ensure a work-life balance is a focus for future and
current administrators.

"Work-Life Balance: A Transcendental Phenomenological Study on Female

Assistant Principals' Approaches" by Felicia Daniels-Colbert in the context of
work-life balance in the field of criminology.

However, if you are interested in conducting a phenomenological study on work-

life balance in the field of criminology, you can use the study you mentioned as a
reference or inspiration for your own research. You can adapt the methodology and
approach used in the study by Felicia Daniels-Colbert to explore the experiences
and approaches of individuals in the field of criminology regarding work-life
balance.
To conduct your own phenomenological study on work-life balance in the field of
criminology, you can follow these general steps:

Research Question: Develop a clear research question that focuses on

understanding the lived experiences and approaches of individuals in the field of
criminology regarding work-life balance. For example, "What are the lived
experiences and strategies of criminology professionals in achieving work-life
balance?"

Participant Selection: Select a diverse group of participants who are actively

working in the field of criminology and have different levels of experience. This
can include professionals from various sectors such as law enforcement,
corrections, forensic science, or research.

Data Collection: Conduct in-depth interviews with the participants to gather rich
qualitative data about their experiences with work-life balance. Use open-ended
questions to encourage participants to share their personal stories, challenges,
strategies, and perceptions related to work-life balance.

Data Analysis: Employ a phenomenological analysis approach to identify common

themes, patterns, and meanings within the participants' experiences. This involves
thoroughly examining the interview transcripts, coding the data, and organizing the
findings into meaningful categories.

Interpretation and Findings: Interpret the findings of the study by reflecting on the
participants' experiences and the identified themes. Discuss the implications of the
findings for understanding work-life balance in the field of criminology and
provide recommendations for individuals and organizations to promote better
work-life balance.

Remember to adhere to ethical considerations and obtain informed consent from

the participants. Additionally, it is important to review existing literature on work-

life balance in the field of criminology to situate your study within the broader

context and identify any research gaps that your study can address. While there

may not be a specific study by Felicia Daniels-Colbert in this area, you can use her

study as a reference and adapt the methodology to conduct your own

phenomenological study on work-life balance in the field of criminology.

Local Studies

Work Life Balance in the Lens of Filipino Workers: A Generational Perspective

( Mary Grace O. Gumpal 2020)

This exploratory research focuses on the perception of Filipino workers regarding

work life balance. Work - life balance is a global phenomenon yet it is still new to
many Filipino workers especially those who are working outside the metro.
Filipinos are known to be hard workers, persistent, intelligent and loyal.
Customarily, they work hard to provide a decent life for their families unmindful of
their physical and mental health. Data collected from an in - depth interview to
fifteen participants was analyzed using the thematic analysis (TA). It was found
that boomers and millennial workers view work life balance similarly while
members of generation X differ. For the Xers WLB is not simply appropriating
equal time in doing each life roles but putting things in order according to what the
situation calls, which is opposite to that of the Boomers and Millennial. It was
concluded that their perceptions are antecedent of how they view and define a
balanced life, and how they are achieving life satisfaction while doing their
multiple roles. A definite and effective work - life balance policy and appropriate
local material to analyze WLB were recommended.

Adult life is usually evolving into two important aspects – work and family [1].
This is very true especially in the Philippines where the culture of knit/close family
ties is still heavily observed. This culture is also the main reason for most Filipinos
being hard workers and having a workaholic attitude. Customary Filipinos always
look for decent opportunities to earn and provide a decent life not only for
themselves but especially for their families [2]. Filipino workers are highly
responsive, empowered with technology, optimistic, and accustomed to long
working hours even if it means sacrificing their personal and family time. Most
Filipinos have a neutral English accent that they are competent in Business
English, hence are globally and highly competitive [3]. Having these work
attitudes, many Multinational Enterprises (MNEs) are investing in the country
especially with its strong workforce. Many MNEs introduced and offered work life
balance (WLB) not only to attract and keep the best workers but they also believed
in creating a work environment that promotes work - life balance that could save
them money and keep their workers safer and more efficient [4]. Work - life
balance is a factor that may affect important workplace issues such as employee
turnover, stress, organizational commitment, absenteeism, job satisfaction and
productivity [5]. Work - life balance is an important aspect of a healthy work
environment and maintaining it in the workplace can reduce stress and prevent
burnout among employees. Unfortunately the concept of work life balance remains
new to most Filipino workers since the government does not have a strong drive to
design and implements a WLB policy. In the private sector, there were only a few
multinational enterprises (MNEs) in the country which included WLB in their
organizational policy. This is in contrast with a recent observation [6] that the
Philippines is regarded as the most successful in implementing work - life balance
policies among Asian Nations. These were the very reasons for the researchers to
embark in this study because of the work attitude of Filipinos and their lives that
seemingly imbalance. Technically, WLB refers to proper management of demands
associated with job roles, and non - work roles such as family, personal interest,
growth, and others that offer happiness and fulfillment to people. It involves
various connections between the working - life dimensions of the individual and
the personal life of a person. Knowing the work attitude and work habits of
Filipinos it would be most important that they understand the benefit of having
balance between the two domains. Truly work is the root of a meaningful life [4]
because it is a necessity for human survival and it gives the individual the
opportunity to gain independence; however its intense demands can also create
exhaustion, fatigue, and lack of sleep, which leads to physical, emotional and
mental stress. The work family border theory clearly sees that work and family are
two major domains that constitute a person’s life [7]. Individuals are managing
their work and family domains by setting borders that separates the two. The work
and family domains are separate but are also interconnected [8]. Individuals are
constantly crossing the domains daily and often multiple times during the day,
which shapes and influences the other domain [7]. The role theory on the other
hand explained that workers have a unique set of work roles with unique rights and
responsibilities. Employees have multiple roles both within and outside the
organization that they simultaneously occupy. For instance, a female teacher who
is married, would have the roles of teacher, subordinate, and spouse and there are
expectations for each role that they assume. In this instance, role conflict is likely
to exist. According to role conflict theory, behaviors expected of an individual are
inconsistent with his other role, and when this happens he will experience stress,
become dissatisfied, and perform less effectively. Many researches have
established the importance of WLB however, there is little attention devoted to the
study of relationship between work and non - work life domains and how it
changes across the lifespan [9]. In addition, researchers argued that contextual
influences such as national culture and stage of life have an effect on how
individuals view the issues of work and life hence is a worthy research avenue [9]
[10]. It is for these reasons that the researchers became interested in exploring the
perceptions of Filipino workers according to their age or the generation they
belong to on work - life balance. Today, dominant generations in most companies
are the Baby Boomers (born between 1946 - 1964} Lancaster & Stillman, 2002),
Generation X or Gen X (born in the years 1965 - 1979, Lancaster & Stillman,
2002) and the Millennial (1980 - 2000) or Generation Y (Yost, 2008) [11]. For
most companies, managing a diverse generation of workers is challenging because
each cohort has its own distinct characteristics, values and attitudes towards work
[12]. Because of the generation gaps and differences among their workers, many
organizational leaders believe that there is a need to redefine work life balance.
Past empirical studies of the work - life interface with a life stage approach have
demonstrated that life stages are linked to different levels of work - to - life and life
- to - work conflict and enrichment [13]. The diverse skills and ideas of each cohort
contribute greatly to the success of an organization. But this diversity can also be a
concern because various generations will fail to understand the beliefs and styles of
each other and may result in conflicts among them. Work - life balance for each
cohort is definitely not the same. Employers must take into account the particular
work - life balance needs of each generation. The Baby Boomers (born between
1945 and 1960) are often idealistic, competitive, and results - driven, [14]. They
work to stand out and plan to stay for the long term. Boomers routinely sacrifice
family and their well - being for their employers. Generation X (born between
1961 and 1980) workers see work - life balance as extremely important. Most Xers
do their best to spend more time with their families, even when their jobs will not
allow them to, so they usually stress over guilt and are constantly running against
the clock. For Millennial (born in the years of 1981 to 2000) it is not a big deal to
achieve a work - life balance because they believe that work should be seen as part
of life. Work life balance is a global phenomenon but still new to some Filipino
workers especially those who are working outside cities or commercial districts.
The practice of work - life balance could be the answer to the pressing problems of
many workers brought by role conflicts that eventually leads to burnout, stress and
to many other mental - health problems and issues and psychological well - being.
2. Objectives of the Study This research was conducted to explore the perception
of Filipino workers about work life balance (WLB). Specifically this study sought
to (a) understand the participants’ concept of balance; (b) analyze their concept of
work and (c) discover their perceptual differences about the concept of WLB
according to their age group. 3. Methods This exploratory study was conducted to
deeply understand the concept of work - life balance in the Filipino perspective.
The paper does not intend to give solutions to any specific problem but to provide
awareness about the unexplored phenomenon. Fifteen participants were recruited
through purposive sampling. Specifically, five participants for each generation
(Boomers, Gen Xers and Millennials) were selected with the following
requirements: (1) a Filipino worker who are (2) currently employed in any human
services jobs for at least 1 year, and (3) belonged to one of the three generations,
The objectives of the study were explained to the participants as well as the
possible risk and the benefits they can gain in participating. The study commenced
after the acceptance and signing of informed consent.Results and Discussion
Several themes emerged from the analysis of the participants’ narratives. A.
Concept of Balance. The concept of balance itself is problematic to work - life
balance researchers [16]. Initially, researchers understood balance as signifying
low levels of conflict between work and non - work. In the current study, there
were different views from the three groups though there were some who shared the
same view. The Boomers and Millennial are two extreme groups of workers that
are usually being stereotyped as workers who always had clashes at work because
of their age gap. In this study, it was revealed that the two groups have common
ideas and perceptions on work and work related things, one of which is their idea
about balance. Theme 1. Allocating equal time to work and non - work roles. For
these two groups of workers, the concept of balance is literally what the term
connotes. It's a matter of time. You have to allocate your time for your work and
you have to allocate your time for the non - work. . - William, 61 Theme 2.
Balance is unique to every individual. For most of the members of Gen X,
everything is dynamic, especially life in general. That your priorities may change
and your time may be spent according to what would best suit your priorities and
current situation. For them, balance is handling your time efficiently. The concept
of balance with regards to work - life for Xers is not only the physical time you
appropriate to all aspects of life but rather the essence of your time and the reason
why you are doing things, as one of them said: For me it’s not always 50 - 50.
Balance for me could be 70 - 30, right? You’re working hard for your family. So
even if it reaches 80, still you’re doing it for your family. The 20 that we are saying
is the time with them physically, right? - Aaron, 45 B. The Concept of Work.
People thrive in an environment where their work has clear meaning and purpose.
For most of us, work helps to fulfill Theme 1. Bread and Butter. Most of the
Generation X and Baby Boomers perform their job based on what work expects
and demands from them despite small dissatisfactions and discomforts because
they perceive work as their “bread and butter”. . ”It is our source to feed our
family…I just take medicine when I don’t feel good, I should not stop. ” –Erly, 47
Theme 2. Challenging and Dynamic. Theme 2. Challenging and Dynamic. Most of
the Millennials work hard to prove that despite their young age they are capable of
earning respect and recognition in the organization. They preferred work that is
challenging and dynamic. Work that is challenging and dynamic makes the
individual perceive themselves as being capable and feel fulfilled. As explained by
William James, feeling good about ourselves and how well we actually do are
inextricably linked; we can feel better about ourselves by succeeding in the world
but also by varying the levels of our hopes and expectations. Preserving one’s
integrity is a means of attending to yourself, thus, achieving balance against the
pressure of work. As quoted from one of the participants [17]. “I tried to work in a
job that has a high salary but it is very easy and I find it not challenging so I
resigned after three months. . ” – Twinkle, 27 C. Perception on Work - Life
Balance Collectively, for the three cohorts WLB is important because life would be
less stressful and you can have time for yourself and love ones. Workers who are
stress - free can be more efficient and productive. Work life balance affects many
aspects of life but the most impacted aspect is health – both physical and mental
health. They also perceived several factors affect the achievement of work - life
balance such as civil status, nature of work, salary and benefits and work demands.
They also admitted that currently they do not have a good work - life balance.
Theme 1. Time Balance for work and non - work roles. For the Millennial and
Boomers, they perceived work life balance as equally dividing the individual’s
time to their work life and personal life as they say: “My concept of work - life
balance is that all angles of your life needs to be balanced. ” – Johnny, 61 “…work
from 8 - 5 then personal life after 5. I often tell my office mates that my salary is
good until 5. No OT. ” - Dan, 27 Theme 2. Work - Life Balance is dynamic. On the
other hand, members of Generation X viewed work life balance pragmatically. For
them work life balance is not simply appropriating equal time in doing each life
role but putting things in order according to what the situation calls.

The relationship between work and non - work aspects of life is more dynamic,
emotional [18]; and the autonomy, control and identity are important in performing
an individual’s way across borders and into different role identities. It was
presumed that work - life balance could also be a result of individual autonomy
over the roles most salient to the individual [19]. Theme 3. Work - Life Balance is
Not Easy. Millennials and Gen Xers perceived that achieving a balance between
work and non - work life is not easy. Bekker et al. (2010) explained that an
individual tends to feel guilty, and to be loyal towards a certain domain of life [20].
Often, individuals tend to have work - life balance issues because of lack of
sensitivity towards the other domains of their life. Their desire for “being there” for
family members and their being unable to manage another situation influence their
problems in balancing their roles. “I feel that it is not that easy to balance
everything. You will be at home after work. At home you will have a different role,
you are not a pharmacist but you will be a daughter, an older sister. Your day is
divided (into different roles) so it becomes tiring. ” – Justine Mae, 21 5.
Conclusion and Recommendation Work is undeniably very important and a priority
for most Filipinos. Many of the participants however are open to the concept of
having a balanced life especially those younger workers but for the other
participants they view work life balance as very idealistic and contradicts with the
reality of their situation. Younger workers (Millennials) prefer to put a distinct line
between work and non - work to be able to enjoy life outside the office. For them,
work - life conflict, mental health problems such as stress, burnouts, and mood
disorders can be reduced if work - life boundaries are properly managed. While
Generation X workers who viewed work - life balance pragmatically are less ideal
and look at it based on their actual situations. For them, work - life balance has a
deeper meaning and does not connote physical time (temporal border) devoted to a
particular role but the meaning and the reason (psychological border) why you
devote time to a particular role. For the majority of the Xers, balance is not always
allocating a 50 - 50 division of time to life roles but what fits to one's actual need
as it arises. Xers believed that a balanced life is putting things in order to avoid
conflicts between their multiple life roles. Work - life balance is not merely giving
weights to a particular domain but putting it together to become whole. In contrast,
the Boomers tend to be very devoted to the task and responsibilities assigned to
them and put greater attention to the demands of their work. The majority of the
Boomer participants devote more time in accomplishing their work roles rather
than their non - work roles. Although Baby Boomers are putting greater weights on
their work domains still it is a fact that they too are crossing personal or family
domains every day. For the three cohorts, many personal and work - related factors
that contribute to stress and other mental health problems can lead to an imbalance
in work and personal life; these factors are significant in achieving work life
balance. It can be said that their perceptions on work - life balance are antecedent
of how they define a balanced life, and how they are achieving life satisfaction
while doing their multiple roles. It is high time that both private organizations and
public offices in the Philippines come up with comprehensive work - life balance
policies to preserve the physical and mental health of Filipino workers. It is
recommended that the needs of the workers will be considered in designing the
policy. Appropriate material to analyze or measure the work - life balance is also
needed to effectively design a work - life balance policy.

study titled "WorWork Life Balance the Lens of Filipino Workers: A Generational
Perspective" by Mary Grace O. Gumpal is highly relevant to your research on
work-life balance. This study specifically examines the experiences of
FilFilipinorkers in achieving work-life balance from a generational perspective.
The study explores how different generations of Filipino workers perceive and
navigate work-life balance challenges. It delves into the factors influencing work-
life balance, the strategies employed by different generations to achieve balance,
and the impact of work-life balance on job satisfaction and overall well-being. By
referring to this study, you can gain valuable insights into the unique work-life
balance experiences of Filipino workers across different generations. It can help
you understand the specific challenges faced by workers in the Philippians provide
a deeper understanding of the cultural and generational factors that shape their
work-life balance perspectives.

References:
Managing School and Life Responsibilities | University of Illinois

Counseling Center. (n.d.).

https://counselingcenter.illinois.edu/brochures/managing-school-and-life-

responsibilities
 Garcia, B. (2015). Work-Life Balance: A Phenomenological Study On How

Female Principals Balance Their Professional And Personal Lives.

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article=2047&context=open_etd

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examples-quiz.html#:~:text=Strain%20theory%2C%20developed%20by

%20Robert,success%20and%20legitimate%20cultural%20goals.

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