Promoters and barriers of self-fulfilment: insights from special education principals

Purpose This study investigated special education principals’ perspectives regarding the conditions that promoted and hindered their self-fulfilment at work. The research aimed to answer two central questions: (1) What factors do special education school principals identify as promoting self-fulfilment? and (2) What factors do they perceive as hindering it? Design/methodology/approach Using a qualitative approach, 17 semi-structured interviews were conducted with principals from special education schools serving students with complex disabilities, such as autism spectrum disorder, intellectual disabilities, and motor disabilities. The study employed grounded theory methods to identify and analyse factors that influenced principals’ self-fulfilment at work. Findings The study revealed four primary factors that hindered self-fulfilment: feelings of isolation, lack of support from supervisors, limited autonomy, and a sense of burden and burnout. Conversely, two factors were identified as promoting self-fulfilment: strong relationships with staff and parents, and the principals’ own determination and courage in navigating challenges. Originality/value The study provided theoretical insights into what motivates and what obstructs principals’ self-fulfilment in roles marked by high emotional and moral investment. By identifying key motivators and barriers, the study offered valuable insights into supporting educational leaders, fostering both their personal growth and professional success.