Electronic Thesis and Dissertation Repository

Thesis Format

Monograph

Degree

Master of Arts

Program

Education

Supervisor

Dr. Katina Pollock

Abstract

This study investigated the work experiences of principals in schools that serve students from low-income households in an Ontario urban community. Several research studies have reported that principals experience work intensification, burnout, and stress because of the complexity and changing nature of their work. However, limited studies examined the work of principals in urban low-income communities in Ontario. Given the changing student population and increasing number of students and families living in low-income households after the pandemic, it is necessary to investigate the work demands of principals in schools that serve low-income households. Using a qualitative and interpretive approach, this study examined the work of 11 principals in elementary and secondary schools that serve low-income households in one Ontario urban community. Four focus group sessions, and 7 semi-structured interviews presented rich data to explore the research phenomenon. This study uncovered the composition of students in schools that serve a high population of low-income households, the low-income Canadian-born families and newcomer families. The job of principals in these schools is dominated by complex and voluminous work and time demand, with no downtime and limited resources to support diverse students' needs. These challenges became intensified because of the pandemic, leading to increased work intensification experienced by these principals, which influenced their effort to maximally support learning instruction. The job demands constituted equity issues among the principal workforce, as principalships in these schools were revealed to be different. The findings have significance for policy and practice in Ontario, and future research on areas principals in urban low-income communities can be better supported to promote equitable education for children living in poverty.

Summary for Lay Audience

In Ontario, one in five children live in low-income households (Statistics Canada, 2022). Many children live in poverty due to the financial struggles of their families. In 2022, more than eleven percent of children live in poverty, an increase of 4.4 percent when compared to 2021 (Statistics Canada, 2024). This study explored the work of principals in schools that serve children who are experiencing poverty because of their families’ income. Focus group sessions and semi-structured interviews were used to examine the work experiences of 11 principals in urban schools that serve students from low-income families in Ontario. The findings of this study revealed that many students in urban low-income schools are from low-income Canadian-born and newcomer families. Principals in this study supported these students and families with several diverse needs. The complex and different job demands of supporting students and families from low-income families intensified principals’ work. Principals are faced with complex and voluminous work and time demand. Their job demands in these schools prevented them from having downtime and they have limited resources to support diverse students' needs. These challenges became intensified because of the pandemic, leading to increased workload for principals, which influenced their ability to fully support learning in their schools. This study has relevance for researchers, school boards, the government, practitioners, parents, parent associations, and community members. The study highlighted areas school principals can be better supported in urban low-income communities in order to ensure equitable learning for students living in poverty.

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Available for download on Tuesday, July 01, 2025

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