The subjective experiences of educational leaders have attracted increasing scholarly attention in recent years (Toyama et al., 2022). Studies have explored the challenging nature of educational leadership, focusing on negative aspects such as stress, workload, and burnout (Mahfouz, 2020), as well as positive factors like courage (Dor-Haim and Adam, 2023), job satisfaction (Skaalvik, 2023), and well-being (Toyama et al., 2022). Despite the extensive body of research on the experiences of school principals, self-fulfillment has received little attention. This oversight is notable given that self-fulfillment is widely recognized across various professions (Mattson Molnar, 2023).

Self-fulfillment is understood as achieving personal satisfaction through meaningful activities and the realization of one's potential (Baygi et al., 2017). In the workplace, it is shaped by values, career goals, and perceptions of success (Oliveira-Silva et al., 2019). Unlike intrinsic motivation, which refers to the enjoyment of tasks, or well-being, which reflects positive emotional states (Nunes et al., 2024), self-fulfillment represents a broader construct encompassing long-term contributions, purpose, and personal alignment (Olson et al., 2019). Previous studies have linked self-fulfillment to enhanced organizational performance and increased work engagement (Oostra, 2016), making it a crucial component of professional success.

In the European context, where diverse centralized and decentralized education systems coexist (European Commission, 2020), understanding self-fulfillment among principals is particularly relevant. While corporate managers often focus on financial success and career progression (Oliveira-Silva et al., 2019), school principals are driven by a moral commitment to their students and communities (Swen, 2020). The multifaceted demands of their roles, coupled with limited autonomy and systemic constraints, can create barriers to achieving self-fulfillment and lead to feelings of frustration and isolation (Author, 2023). Thus, examining self-fulfillment within the context of educational leadership offers valuable insights into how principals find meaning and purpose in their work. This study investigates how elementary school principals perceive and experience self-fulfillment in their professional roles, addressing the following research question: How do elementary school principals conceptualize self-fulfillment in their work? By applying theoretical frameworks of self-fulfillment to educational leadership, this study provides unique insights into how principals balance intrinsic passion with systemic challenges to create meaningful contributions to their schools and communities.

The findings aim to inform international educational policy and practice by highlighting the need for organizational structures that support principals in aligning their personal values with external demands. These insights are particularly relevant for fostering sustainable leadership in European contexts, where education systems are grappling with pressures to balance equity, accountability, and innovation (European Commission, 2020; Pont et al., 2008). Understanding the dynamics of self-fulfillment in educational leadership offers critical implications for enhancing motivation and promoting impactful leadership practices across diverse educational settings.

This study adopts a grounded theory approach due to the absence of an existing conceptual framework to explain self-fulfillment among school principals (Creswell and Poth, 2018). Current measures of self-fulfillment, developed in non-educational contexts, may not adequately capture the unique aspects of educational leadership. Grounded theory approach is ideal for uncovering the nuanced nature of principals' self-fulfillment, as it allows patterns and themes to emerge directly from the data rather than relying on preconceived notions or existing theories (Charmaz, 2014). Nineteen interviews were conducted with elementary school principals, comprising 16 women and 3 men. This gender distribution reflects the feminization trend in elementary school management in Israel (Central Bureau of Statistics, 2016). The average age of the principals was 49.3 years (range: 36-66), with an average of 6.8 years (range: 1-26) in their current position. Criterion and "snowball sampling" were employed in the selection process. The author conducted semi-structured interviews from mid-2022 to July 2023, each lasting about 90 minutes. An interview guide ensured consistency (Marshall et al., 2022), and anonymity was maintained by omitting identifying details. To reduce socially desirable responses (Patton, 2002), interviews began with neutral open-ended questions, avoiding personal opinions and judgment (Creswell and Poth, 2018). The data analysis followed grounded theory principles, beginning with open coding to identify emerging concepts directly from participants' language (Charmaz, 2014), providing an unbiased view of their self-fulfillment. Axial coding then examined relationships among categories, linking similar ideas under shared themes such as “Fulfillment through vision and values.” Selective coding identified overarching categories, forming a cohesive framework that distinguished self-fulfillment as an attitude versus self-fulfillment as an achievement. Finally, findings were compared with existing literature, revealing both alignments and differences with concepts like a sense of calling (Creswell & Poth, 2018; Swen, 2020). To enhance trustworthiness and reliability, the analysis followed structured procedures, including peer review to deepen the study and identify potential weaknesses (Marshall et al., 2022).

The findings reveal two core dimensions of self-fulfillment among elementary school principals: self-fulfillment as an attitude and self-fulfillment as an achievement. These dimensions unfold within both social and personal contexts, with four key themes emerging from the principals’ experiences: (1) fulfillment through values and vision, (2) fulfillment through caring for others, (3) fulfillment through educational change and innovation, and (4) fulfillment through acknowledgment of impactful achievements. A significant proportion of principals described their self-fulfillment as deeply connected to their values, vision, and personal beliefs. They found a profound sense of achievement in bringing their educational ideals to life within their schools. Many of these principals, particularly those early in their careers, perceived the opportunity to implement their visions as a primary source of fulfillment. Similarly, a substantial number of participants found fulfillment in their ability to support and nurture their staff and parents. They emphasized the importance of fostering a sense of belonging and collaboration within their school communities, which they viewed as integral to their professional satisfaction. Additionally, many principals derived self-fulfillment from leading educational change and innovation. They expressed enthusiasm for implementing new pedagogical strategies and driving meaningful school-wide transformation, considering progress and innovation as central to their professional purpose. Lastly, some participants highlighted the crucial role of acknowledgment in their self-fulfillment journey. Public recognition for their contributions to school performance and reputation provided a significant source of pride and motivation. Conversely, those who felt their efforts were overlooked reported feelings of unfulfillment, emphasizing the essential role that external validation plays in their overall well-being. These findings highlight the multifaceted nature of self-fulfillment among school principals, underscoring the importance of aligning personal values with professional responsibilities, building strong relationships, and recognizing contributions to achieve a fulfilling leadership experience.

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