Leading under pressure
Queensland Teachers' Journal, Vol 130 No 3, 23 May 2025, page no 31.
The 2024 Australian Principal Occupational Health, Safety and Wellbeing Survey, conducted by the Australian Catholic University’s Institute for Positive Psychology and Education, presents a sobering view of the challenges confronting school leaders nationwide.
Drawing on responses from nearly 2,200 principals, assistant principals and deputy principals across various school types and regions, the survey highlights escalating concerns relating to workload, violence, and mental health.
Escalating violence and threats
The 2024 survey reveals unprecedented levels of violence directed at school leaders. Instances of physical violence against principals have surged by 81.6 per cent since the survey’s inception in 2011, with threats of violence reaching their highest level on record. Offensive behaviour continues to escalate, with 49.6 per cent of principals experiencing physical violence and 54.5 per cent facing threats of violence. Among those who reported being threatened, 80.4 per cent identified students as the source.
Mental health and wellbeing
Mental health issues have intensified, with early career leaders particularly vulnerable. One in five reported moderate to severe depression, and 45 per cent triggered a “red flag” alert, indicating risks such as self-harm or significant occupational health problems. Despite these challenges, many principals maintain high levels of resilience and commitment to their roles.
Workload and administrative pressures
Excessive workloads remain a primary stressor. The top sources of stress include the sheer quantity of work, lack of time to focus on teaching and learning, and concerns about the mental health of students and staff. These pressures contribute to burnout and diminish the capacity to focus on educational leadership.
Recommendations and calls for action
The survey underscores the urgent need for systemic reforms to support school leaders. Key recommendations include:
- Prioritising support for school leaders: Education Ministers and sector leaders are urged to prioritise the wellbeing of school leaders, acknowledging the critical role they play in educational outcomes.
- Reducing administrative burdens: Empowering principals with decision-making autonomy and providing resources to alleviate unnecessary administrative tasks can help refocus efforts on teaching and learning.
- Addressing inappropriate behaviour: Implementing measures to curb offensive behaviour from parents and caregivers is essential to maintaining a safe and conducive learning environment.
One of the central themes in the survey’s recommendations is the stark contrast in experiences between school leaders with high levels of job satisfaction and those with low satisfaction. This distinction has far-reaching implications for both individual wellbeing and the future of educational leadership in Australia.
The data consistently shows that job satisfaction is strongly linked to better health outcomes for principals. Leaders who report higher satisfaction are significantly less likely to experience symptoms of burnout, depression, or anxiety, and they are far less inclined to consider leaving their roles. In contrast, those with low job satisfaction are at much higher risk of poor mental health and are far more likely to express a desire to quit or retire early.
The survey recommends that policymakers and education authorities use this insight as a framework when seeking long-term solutions to the growing crisis in school leadership. By identifying the factors that contribute to job satisfaction, decision-makers can shape policies that not only retain experienced leaders but also support their wellbeing.
The report highlights several workplace factors that contribute to job satisfaction. Leaders who experience clarity in their role, support from supervisors, and a trusting relationship with governance or system leadership are far more likely to report positive outcomes. These elements create a sense of stability and purpose that appears to buffer against the stresses of the job.
On the other hand, school leaders who lack supportive environments, feel disconnected from decision-making or struggle with autonomy are significantly more likely to feel disempowered and demoralised. The absence of these supportive structures contributes to a sense of isolation and a higher intention to leave the profession.
The survey report recommends that school systems should recognise that these findings underscore the importance of cultivating workplace cultures that prioritise trust, clarity, and autonomy. Rather than focusing solely on reducing negative factors like workload and conflict, there is an opportunity to proactively build the conditions that allow school leaders to thrive.
As the education sector grapples with increasing attrition and declining wellbeing among principals, the survey reports that the experiences of those who are satisfied in their roles offer a valuable blueprint. Their insights can help shape a healthier, more sustainable future for all school leaders.