‘Stressed out’

Principals at breaking point

Many primary school principals are stressed, weary and struggling to sleep, a new survey has found.

Levels of stress and burnout among school leaders are higher than in the general population. Many do extra unpaid hours and work through the holidays because of the demands of the job — all putting their health and personal lives at risk, the report said.

The Principal’s Health and Wellbeing Survey 2016, commissioned by primary sector union the New Zealand Educational Institute (NZEI), spoke to 398 principals (20 per cent) across the country, and 14 deputy and assistant principals.

It found 72 per cent work upwards of 51 hours per week, with 25 per cent working more than 61 hours during term time.

And contrary to popular opinion about teachers and their excess holiday time, 92 per cent reported working upwards of 10 hours, while half of respondents reported working more than 25 hours during school holidays. “Anyone who thinks that teachers are in it for the holidays is absolutely totally wrong,” NZEI president Lynda Stuart said.

Principals “spend a vast amount of that time doing the work they need to do for their pupils”, she said, including training and preparing for the term ahead.

Most teachers and principals will have been back at work for two weeks.

The report found burnout was 1.7 times the general population, and work-family conflict 2.2 times higher.

This rose higher again in rural and isolated areas where less professional support is available.

Principals pointed the finger at the sheer quantity of work they have to undertake as the main cause of their elevated stress levels, followed by a lack of time to focus on teaching and learning — a key Government focus — and the impact of Government initiatives.

The results were worrying, Stuart said.

The situation was “not sustainable” and was “now a major health and safety risk the Government must address”.

Karl Le Quesne, acting head of early learning and student achievement at the Ministry of Education said, there had been a “significant increase in support” for principals this year.

The Communities of Learning initiative, in which schools group together to collaborate, was helping to form professional support networks, he said.

“Principals in Communities of Learning are now able to have access to an educational expert who can act as a support, mentor or adviser.

“And we’re offering support to first time principals with 20 fulltime mentors available across the country.”