Stress and mental health are challenges for many school leaders, such as principals, counselors, and supervisory and administrative staff. According to survey findings published in an August 2022 NASSP press release, one out of two school leaders are considering changing careers because their stress levels are so elevated. Thirty-eight percent of school leaders reported their intent to leave the profession within three years, 14 percent planned to go in the next year, and 24 percent planned to leave in the next two to three years.
Of the job-related stressors, 73 percent point to educator shortage as a source of stress. Factors that would make these school leaders not leave the profession include improved work-life balance (28 percent), a higher salary (21 percent), respect for the profession (15 percent), and more teachers/staff (12).
While the survey did not state outright that a lot of administrative paperwork contributed to principals' feelings about the job, the figures illustrate that many school leaders spend excessive time on paperwork and meetings when they would instead be working with students and teachers. Seventy percent of principals report spending over six hours weekly on paperwork, and 64 percent report spending over six hours in meetings. Conversely, principals would rather spend more time with students and supporting/observing teachers.
This survey supports January 2022 RAND Corporation figures that 85 percent of 1,540 principals experience job-related stress, according to a June 2022 Education Week article. These percentages are high compared to a national sample of working adults, of which only a third reported experiencing work-related stress.
Moreover, the survey reported that 48 percent of principals were burned out compared to 44 percent of the national sample of workers. While mental health was a factor in the poll, stress levels impacted school leaders, so many are considering leaving their professions. According to a June 2022 Education Week article, one leading source of stress for principals was staffing and non-staffing (also mentioned in the NASSP survey). Other stressors for principals are that, while stressed, they must support staff and teachers' mental health and well-being, find ways to make up for lost instructional time, support student mental health, and incorporate COVID-19 mandates.
The RAND Corporation Data revealed that stress impacted a higher percentage of principals who were women and communities of color. While the source did not report directly that racial discrimination was a source of stress for principals from this demographic, it stated that principals of color reported at least one incident of discrimination. These incidents include being held to a different standard, experiencing verbal or nonverbal microaggression at school, and experiencing the discomfort of others who are hesitant to approach them because of race. Seventy percent of principals who experienced racism did so from student family members and parents, while 56 percent stated that their coworkers were the source of racism.
However, the RAND survey found that positive school environments mitigated negative experiences and reduced the likelihood that educators left the school/profession. Providing mental health support to principals and teachers was one way to support educators. The survey found that 20 percent of principals, specifically, did not know they had access to employer-provided mental health support or had any support at all.
Further, the NASSP survey supported giving school leaders a positive work environment to reduce attrition. An overwhelming percentage of respondents (88 percent) reported that they were satisfied with their role at school. Figures that reflect 86 percent reported having autonomy in making decisions and adequate resources, and 83 percent said they had a voice at their school, contributing to positive working environments and a decrease in principal attrition.
