A qualitative study of male school leaders’ work–family conflict: Experiences and coping strategies

Given the demanding nature of their managerial positions and obligations, school leaders frequently struggle with work–family conflict. This qualitative study investigates the lived experiences of work–family conflict and coping mechanisms used by male school leaders. Semi-structured interviews were conducted with 60 male school leaders. The findings describe the perception of management as demanding; the degree of involvement in raising the children; work–family conflict experiences and strategies for dealing with them. The findings revealed that all school leaders experienced work–family conflicts and difficulties in meeting the requirements of their professional positions and household chores. Differences between the participants were found in the level of experiencing the conflict. The study revealed a connection between the perception of the management role as a demanding one and a high level of work–family conflict, and between coping strategies associated with an internal locus of control and a low level of work–family conflict. The study contributes to the broader understanding of the work–family conflict of male educational leaders in the West at times of changing notions of manhood and fatherhood, offering insights for policymakers and school leaders on improving workplace conditions, promoting sustainable effective leadership and achieving better work–family balance.