Date

4-7-2026

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Sherrita Rogers

Keywords

coping, female administrators, rural, well-being, work-related stress

Disciplines

Educational Leadership

Abstract

The purpose of this transcendental phenomenological study is to understand the lived experiences of K-12 female administrators in rural North Carolina public school districts. The theory guiding this study is the cognitive appraisal theory as it will explain the relationship between appraisal, work-related stress, coping, and the well-being of female K-12 administrators. The central research question for the research study is: How do K-12 female administrators describe their lived experiences with work-related stress in rural North Carolina public school districts? The study participants consist of 11 female K-12 administrators who are leading in rural public school districts in North Carolina. The administrators consist of only female K-12 principals. Data was collected by using interviews, focus groups, and reflective letter-writing. The data analysis for this research follows the transcendental phenomenological approach for data analysis. The study employed Moustakas (1994) framework that includes epoché, phenomenological reduction, and imaginative variation to generate textural and structural descriptions that articulate the essence of the phenomenon. The findings revealed three primary themes: path to leadership, gender barriers, and coping strategies. These themes illustrate the difficult pathways towards becoming a female administrator, where systemic gender barriers create a clear need for effective coping skills. This study concludes that while K-12 female administrators in rural North Carolina are remarkably resilient, there is still a critical need for peer networks, mentorship, and stress management training. These findings have implications for policy and practice that could improve the well-being of female educational leaders.

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