These findings are from the New Zealand Council for Educational Research (NZCER) national survey of primary and intermediate schools, 2016. The results show that around two-thirds of principals worked 56 hours or more each week, and 42 per cent reported high or very high stress levels.
Experienced principals, often in larger schools, were less likely to report high stress levels than newer principals who are often in smaller schools. They also seem to have more ability to focus on educational leadership, which may be related to the higher levels of internal support in larger schools.
The findings show most principals actively seek support for their role, either from paid advisers, their own organisations, or government-funded advice.
“The government support that principals have for their role is more around the management aspects than educational leadership, with little ongoing formal support for educational leadership after the programme for new principals,” says chief researcher, Cathy Wylie.
“The findings raise the question of how we develop and support capable leadership in all schools, and how that capability and experience is used within the whole education system.
It's been a big year in the education sector, and we're all looking forward to…
ERO is publishing a series of best practice guides to help educators effectively implement incoming…
Summer reading can help students retain literacy skills over the break – how can we…
Pakuranga Intermediate demonstrates the simple power of a friendly, welcoming environment
The new Māori Education Action Plan has been criticised by some as being light on…
How can we use AI to transform education while being mindful of its limitations, pitfalls…
This website uses cookies.