The importance of leadership for key educational outcomes is well documented, yet leaders’ working conditions and well-being have received considerably less attention, particularly in the early care and education (ECE) sector. Job-Demands-Resources (JD-R) theory was used to develop a holistic conceptualization of leader well-being for the purpose of examining the associations among various job demands, resources, and well-being (i.e., physical, psychological, and professional well-being) for leaders of birth to 12th grade (B–12). We tested our conceptual model via structural equation modeling (SEM) with over 2,000 ECE and K–12 building leaders across the United States. We found substantially stronger effects between job demands and well-being relative to job resources and well-being, though resources were found to be directly associated with professional well-being. Further, our tested model was similar for both ECE and K–12 leaders. Overall findings suggest that a reduction in demands—not just increased resources—is needed to ensure improved leader well-being.

中文翻译：

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测试早期保育和教育以及 K-12 领导者的工作条件和福祉的整体框架

领导力对于关键教育成果的重要性已得到充分证明，但领导者的工作条件和福祉却受到的关注却少之又少，特别是在早期保育和教育 (ECE) 领域。工作需求资源 (JD-R) 理论用于发展领导者幸福感的整体概念，目的是检查各种工作需求、资源和幸福感（即身体、心理和职业）之间的关联。福祉）针对刚出生到 12 年级（B-12）的领导者。我们通过结构方程模型 (SEM) 与美国各地 2,000 多名 ECE 和 K-12 建筑领导者测试了我们的概念模型。我们发现，相对于工作资源和幸福感，工作要求和幸福感之间的影响要大得多，尽管资源与职业幸福感直接相关。此外，我们的测试模型对于 ECE 和 K-12 领导者来说是相似的。总体研究结果表明，要确保改善领导者的福祉，需要减少需求，而不仅仅是增加资源。