LEADERSHIP+ The Professional Voice of Principals
Wellbeing of Principals in Small Schools
AOIFE O’CONNOR DEPUTY PRINCIPAL OF TIERNEEVIN NS, M.ED. LEADERSHIP OF WELLBEING IN EDUCATION
During my Masters programme, I examined many policies, programmes and guidelines for wellbeing in schools. I became increasingly frustrated with the lack of attention to staff wellbeing in these frameworks, particularly the wellbeing of those tasked with leading these initiatives in schools. In Andy Hargreaves’ words, ‘no credible strategy on student wellbeing can ignore teacher or principal wellbeing’. In light of the mounting anecdotal evidence that leading a small school just isn’t worth the stress, I decided to explore the wellbeing of principals in small schools to address a gap in Irish research on our small school leaders. I hoped to get insights into the lived experiences of those teaching multiclasses while leading their schools.
In Andy Hargreaves’ words, ‘no credible strategy on student wellbeing can ignore teacher or principal wellbeing’. Some of the findings were sadly unsurprising: ■ High levels of stress and anxiety ■ Guilt associated with the struggle to balance teaching and leading was widespread ■ The leakage of school work into principals’ personal lives caused tension, as time with their family and friends was eaten into trying to get work done in the evenings and weekends ■ The relentless workload due to high volumes of paperwork required for everything from teacher plans to outside agencies weighed heavy on stress levels also ■ The close connections with the local communities of their schools made it hard to switch off ■ The pursuit of a manageable work life balance was an uphill battle 20
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for many, which was exaggerated by the pandemic The growing legal accountability and expertise required of boards of management caused concern, and made finding volunteers increasingly difficult in small communities.
However, there were positive findings. Despite 60% having considered stepping down, 83% said they were satisfied in their jobs. This was predominantly put down to the children in their schools. Many principals spoke of the joy of the classroom when they could teach uninterrupted. The positive rapport that had been built with pupils and their families over three or four years in their class helped to balance the demands of the job. A family-like atmosphere created by longstanding relationships with staff and the local community helped to promote a positive atmosphere. Those who managed to find the much sought-after work life balance spoke of four important strategies and supports. 1. Acceptance – both that they could not be all things to all people and that they could not do everything. Urgent, important work was always completed but the rest would get done when it got done. 2. Firm boundaries – principals stuck to a rigid work schedule (in so far as possible) for example leaving school early two days a week or arriving an hour early every day or turning off the laptop at 5pm daily. These were non-negotiable 3. Exercise and hobbies – having activities to look forward to and enjoy away from school helped to provide balance and restore a sense of self-worth and selfimportance outside of their job. 4. Principal networks – the invaluable, confidential support
of colleagues particularly in local small schools, be that in WhatsApp groups or face to face meetings, was paramount to wellbeing. Recommendations included: An urgent appeal for a step down or step aside facility for those who do not wish to continue in the role ■ Upskilling and training for deputies to embed distributed leadership ■ A need for consideration of the complexity of the role of the small school leader when the Department of Education sets timescales for change. ■
Many principals spoke of the joy of the classroom when they could teach uninterrupted. The positive rapport that had been built with pupils and their families over three or four years in their class helped to balance the demands of the job. The role of principal in a small school is undoubtedly complex and challenging but not ‘undoable’. With perspective, acceptance and a strong support network, it can be very satisfying, fulfilling and even enjoyable. If you would like to contact Aoife in relation to this piece, you can email her at aoifefinnegan@gmail.com.