Inspiring Change: A Hermeneutic Phenomenology Exploring the Lived Experience with Emotional Labor by Female Health Champions Implementing Comprehensive School Health Reforms

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dc.contributor.advisorLund, Darren E.
dc.contributor.authorKendrick, Astrid Helene
dc.contributor.committeememberKowch, Eugene Gary
dc.contributor.committeememberSengupta, Pratim
dc.contributor.committeememberFrancis, Nancy
dc.contributor.committeememberLind, Candace
dc.date2018-11
dc.date.accessioned2018-07-10T19:39:24Z
dc.date.available2018-07-10T19:39:24Z
dc.date.issued2018-07-09
dc.description.abstractThis hermeneutic phenomenological study explored the lived experience with emotional labor of five female Health Champions as they navigated through flux and systemic instability while implementing Comprehensive School Health initiatives. Framed by complex adaptive systems theory, the purpose of this study was to discover the immediate emotional and embodied experiences identified by five change agents having horizontal differentiation of roles including: pre-service student teacher, educational assistant, teacher, school leader, and system leader while undertaking educational reforms introduced between 2009 and 2016 in Alberta, Canada. This study uncovered insights into their common understanding the phenomenon of emotional labor while implementing the Comprehensive School Health framework, a reform to Physical and Health Education that coincided with the Inspiring Education movement. The findings of this study include: insight into the unique nature of the emotional work of change agents in educational settings; a phenomenological example of a possible lived experience with emotional labor; and suggestions for areas of future study for educational leaders interested in implementing Comprehensive School Health initiatives.en_US
dc.identifier.citationKendrick, A. H. (2018). Inspiring Change: A Hermeneutic Phenomenology Exploring the Lived Experience with Emotional Labor by Female Health Champions Implementing Comprehensive School Health Reforms (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. University of Calgary, Calgary, AB. doi:10.11575/PRISM/32350
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/32350
dc.identifier.urihttp://hdl.handle.net/1880/107128
dc.language.isoeng
dc.publisher.facultyGraduate Studies
dc.publisher.facultyWerklund School of Education
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subjectHealth Champions
dc.subjectEmotional labor
dc.subjectComprehensive School Health
dc.subjectHermeneutic phenomenology
dc.subjectSchool leadership
dc.subjectComplex adaptive systems
dc.subject.classificationEducationen_US
dc.subject.classificationEducation--Administrationen_US
dc.subject.classificationEducation--Healthen_US
dc.titleInspiring Change: A Hermeneutic Phenomenology Exploring the Lived Experience with Emotional Labor by Female Health Champions Implementing Comprehensive School Health Reforms
dc.typedoctoral thesis
thesis.degree.disciplineEducational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameDoctor of Education (EdD)
ucalgary.item.requestcopytrue
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