The well-being of Australian primary school principals: a study of the key concerns

Abstract

Purpose

As part of a broader qualitative study on well-being and social support, the study reported here explored the issue of principal well-being to provide further insight into the concerns of principals. Its aim was to identify aspects of the principal role that impact on well-being.

Design/methodology/approach

A phenomenological approach was used to study the experiences of the principals. Eight primary school principals in New South Wales, Australia participated in semi-structured interviews that examined this area and identified aspects of their leadership role that influence their well-being. Purposive sampling was used to ensure representation in terms of gender and school size.

Findings

Five themes emerged as the key concerns of the principals: the responsibility of the role; managing people; feelings of isolation; the stress caused by the role; and prioritising the well-being of staff. Comments from the principals highlight how each of these areas is experienced.

Originality/value

Identifying and exploring these concerns added to the extant research on principal well-being by providing detail on the specific experiences of principals. The study also offers a basis to consider how the current situation may be improved by addressing the well-being concerns that are common, as well as highlighting areas that warrant further research attention.

Citation

Gorrell, A. and De Nobile, J. (2023), "The well-being of Australian primary school principals: a study of the key concerns", International Journal of Educational Management, Vol. 37 No. 6/7, pp. 1243-1254. https://doi.org/10.1108/IJEM-01-2023-0039