Understanding self-fulfillment: principals’ perspectives in special education for complex disabilities

Purpose: This study examined the diverse expressions of self-fulfillment among principals working in Israel’s special education system for complex disabilities. It addressed two primary questions: (1) What are the perceived manifestations of self-fulfillment among principals in the context of complex disabilities? (2) What examples of self-fulfillment do these school principals provide? Design/methodology/approach: The study employed a qualitative methodology to explore the experiences of self-fulfillment among principals in Israel’s special education system for complex disabilities. Special education principals in this context are school leaders whose responsibilities focus solely on managing schools dedicated to children with severe and complex disabilities, such as autism spectrum disorder, intellectual disabilities and physical disabilities. Semi-structured, face-to-face interviews were conducted with 17 school principals, providing an in-depth understanding of their perspectives and experiences. Findings: The study identified four patterns of self-fulfillment expressed by the participants: fulfillment in students’ advancement, fulfillment in facilitating social change, fulfillment through inclusive relationships and fulfillment as a mission and calling. Originality/value: While self-fulfillment is acknowledged as a common work experience, the expressions and meanings attributed to it by principals working exclusively in special education settings have not been explicitly investigated. By examining the distinct context of special education for complex disabilities, where principals’ roles are driven by a sense of calling and social significance, this study revealed unique manifestations of self-fulfillment. These differ from the career-focused fulfillment seen in for-profit organizations.