Forty-two per cent of NSW public secondary principals have just five years or less experience in the role and a staggering 23% are expected to retire in the next three years, a new survey of 344 school leaders has found.
An analysis of data collected through the NSW Secondary Principal Council’s (SPC) 2021 Principal Wellbeing Survey validates concerns about the increasing workload intensification being experienced by the sector’s principals.
The bi-annual survey – conducted in partnership with University of Newcastle Professor Scott Imig, who provides independent analysis of the survey data – represents a cross-section of principals extending across the full range of school types across metropolitan and regional NSW.
“The most alarming finding of this survey for me is the relative inexperience of the workforce and the projected retirements,” SPC president Craig Petersen told The Educator.
“At a time when the demands on principals are more complex than ever, we need experienced leaders who are confident in their experience and authority to lead and manage the school. Students, staff and community expect strong, consistent leadership from principals.”
Petersen said workload remains a significant issue for most SPC members.
“Ninety percent of respondents report that implementing new policies and compliance training without additional resources and inconsistent accountability and reporting requests from multiple directorates within the Department are having a negative effect upon their wellbeing and workload,” Petersen said.
“Social media misuse by students and parents/community remains significant with well over eighty-five of principals indicating that this is a significant issue.”
Petersen said that together with COVID-19, floods and bushfires, principals are being “stretched to their limit.”
“The fact that we have this longitudinal data showing the same trends again and again sends a strong message to policymakers that this problem isn’t going away,” he said.
“The mental health of our school staff is a growing concern for our members, and our data shows that there needs to be an immediate conversation about increasing resources and support.”
The SPC makes the following recommendations to ensure the safety and wellbeing of Principals:
1. The mental health and physical wellbeing of principals be addressed as a priority. Workload demands, untenable working hours and professional challenges are taking a major toll on the profession.
2. Principals need additional support to support the mental wellbeing of students and staff through the direct resourcing of mental health resources and personnel in schools. This must include strategic partnerships with mental health services.
3. Effective strategies need to be developed and implemented to assist principals in retaining temporary, casual, and permanent teaching staff.
4. SPC notes the value of the Principal Support Allocation and calls on it to be increased to adequately address need and cater for the size and complexity of schools. Every school with secondary enrolments should have a Business Manager.
5. Principals need strong support to address social media misuse. The Department must adopt and ensure a zero tolerance of any abuse of Principals and teachers, including online.
6. The Department must improve employee support provisions. To ensure their wellbeing, principals must feel confident in seeking whatever help they may need.
7. The role of the principal needs to be valued for its complexity and its ongoing challenges. Principals are highly accountable and acknowledge the importance of compliance, but there needs to be greater trust in the authority of the principal to lead and manage the school.
Petersen said that while he acknowledges recent work by the Department to ensure principal wellbeing, more needs to be done to build a culture of leadership resilience for principals.
“We want to build the best possible support network for current and future Principals. We don’t want aspiring leaders to be deterred from taking the next step in their leadership journey.”