Insights into self-fulfillment from the lens of elementary school principals

Purpose This study aims to explore the insights and interpretations of self-fulfillment among Israeli elementary school principals. Specifically, it addresses two main questions: (1) How do elementary school principals perceive self-fulfillment in their work? (2) What instances of self-fulfillment do these principals experience across various contexts? Design/methodology/approach The study used a qualitative approach to explore the experiences of self-fulfillment among Israeli elementary school principals. Semi-structured, face-to-face interviews were conducted with 19 school principals, providing an in-depth understanding of their insights and interpretations. Findings The results distinguish between self-fulfillment as an attitude and self-fulfillment as an achievement, each associated with both social and personal contexts. Four themes of self-fulfillment emerged: fulfillment through values and vision, fulfillment through caring for others, fulfillment through educational change and fulfillment through acknowledgment of their impactful achievements. Originality/value This study addresses a critical gap in research by examining the largely overlooked experience of self-fulfillment among elementary school principals. Unlike their counterparts in the for-profit sector, principals navigate a complex landscape of educational values and systemic constraints while striving to make a meaningful impact on their students and communities. This study sheds light on how principals align personal values with professional responsibilities, fostering long-term contributions to their schools and communities while achieving a deeper sense of fulfillment.