Novice Principal Burnout: Exploring Secondary Trauma, Working Conditions, and Coping Strategies in an Urban District

DeMatthews, David E.; Reyes, Pedro; Carrola, Paul A.; Edwards, Wesley; James, Lebon

doi:10.1080/15700763.2021.1917624

Cited by 24 publications

(10 citation statements)

References 65 publications

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“…Interestingly, teachers in our sample who held a leadership position experienced less psychological distress and burnout than classroom teachers. Previous studies have found high levels of burnout among American (DeMatthews et al 2021 ) and Irish (Darmody and Smyth 2016 ) principals and COVID-19 exacerbated these burnout levels (DeMatthews et al 2021 ). Due to the small numbers of principals in our sample, we combined principals with other teachers in leadership positions, which may partially explain our result.…”

Section: Discussionmentioning

confidence: 94%

Lifestyle and work-related correlates of psychosocial health among Australian teachers: a cross-sectional study

Corbett

Bauman

Peralta

et al. 2023

J Public Health (Berl.)

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Aim This study examined the psychosocial (psychological distress, job-specific wellbeing, burnout) health of a large sample of teachers in New South Wales (NSW), Australia, specifically the association between psychosocial health, work-related factors, and lifestyle behaviours. Subject & methods An online survey collected lifestyle behaviours, work-related factors, and socio-demographics from primary and secondary school teachers in NSW from February to October 2021. Associations between work-related factors, lifestyle behaviours, and psychosocial health were modelled using logistic regression in R and adjusted for gender, age, and geographic location. Results In our sample (n = 1136), 75% were women and 28% of the sample worked in rural or remote areas. Women reported higher levels of psychological distress (51%), compared with men (42%), and over 30% of teachers reported high levels of burnout. Teachers who engaged in three or more positive health-related behaviours had lower odds of psychological distress and burnout as well as higher odds of job-specific wellbeing. Multiple work-related factors such as hours worked, teaching load, teaching experience, teacher type, and teacher role were associated with one or more aspects of psychosocial health after adjusting for socio-demographic variables. Conclusion More is needed to support the psychosocial health of teachers in NSW. Future lifestyle programs for this population should include psychosocial outcomes to further explore the relationship between teachers’ health-related behaviour and their psychosocial health.

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Section: Discussionmentioning

confidence: 94%

Lifestyle and work-related correlates of psychosocial health among Australian teachers: a cross-sectional study

Corbett

Bauman

Peralta

et al. 2023

J Public Health (Berl.)

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“…Although schools have since reopened (Grossmann et al, 2021), calls of "learning loss"-especially for those traditionally underserved-have run rampant (e.g., Dorn et al, 2020;Engzell et al, 2021;Fuchs-Schundeln et al, 2020;Kuhfeld et al, 2020;Lewis et al, 2022;Shores & Steinberg, 2022). Additionally, increased turnover/burnout among administrators (Clifford & Coggshall, 2021;DeMatthews, 2021;Sawchuck, 2021) and teachers (Bleiberg & Kraft, 2022;Pressley, 2021) have become the norm.…”

Section: Background Literaturementioning

confidence: 99%

“…While districts have returned to in-person instruction (Grossmann et al, 2021), the pandemic has negatively impacted students' learning opportunities and academic performance, particularly for those traditionally underserved (e.g., Belsha et al, 2020;Domingue et al, 2022;Jackson et al, 2022;Kuhfeld et al, 2022;Lewis et al, 2022;Muñiz, 2021;NAE, 2020;OECD, 2021;Patrick et al, 2021). There has also been increased turnover and burnout among administrators (DeMatthews, 2021;Sawchuck, 2021) and teachers (Bleiberg & Kraft, 2022;Kraft et al, 2020;Pressley, 2021). Notwithstanding, emerging evidence about the impact of COVID-19 on K-12 school systems has been largely anecdotal (but see De Voto & Superfine, 2023;Goldhaber et al, 2022;Grossmann et al, 2021;Kaul et al, 2022;Kuhfeld et al, 2020Kuhfeld et al, , 2022Pressley, 2021).…”

Section: Introductionmentioning

confidence: 99%

Navigating Policy and Local Context in Times of Crisis: District and School Leader Responses to the COVID-19 Pandemic

Voto

Superfine

DeWit

2023

Educational Administration Quarterly

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Purpose: To examine how federal/state-level policy guidance and local context have influenced district and school leader responses to the COVID-19 pandemic, as well as how these external/internal factors might provide a window into K-12 crisis leadership and policy sensemaking more broadly. Research: Investigating two districts over two years (2020–2022), data gathered include 39 hours of interviews with K-12 leaders (n = 41) and teachers (n = 18), federal/state-level policy documents (N = 64) governing these districts, and school staff responses to the Comprehensive Assessment of Leaders for Learning survey (N = 111). Drawing theoretically upon sensemaking, crisis leadership/management, law/policy implementation, and organizational theory, these data were analyzed using both inductive and deductive coding over several phases. Findings: In tracing the confluence of federal/state-level guidance and local capacities, we find both influenced K-12 leaders’ sensemaking and subsequent responses to COVID-19. However, districts that possessed adequate expertise and organizational resources were better positioned to respond to the crisis, whereas those lacking such capacities experienced increased anxiety/stress. Conclusion: We argue that the COVID-19 pandemic provides a new window into the critical external/internal factors influencing K-12 leader sensemaking and subsequent responses to crises more broadly. We also discuss the potential role intermediate service agencies might play in the development of a stronger crisis response infrastructure for associated districts and schools. Finally, we point out how principal preparation programs and professional development efforts could prospectively address such crisis-related challenges faced by K-12 leaders.

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“…Wang, 2020; Wells and Klocko, 2018). However, principals' well-being worldwide is under increasing threat because of the challenging and complex nature of their work and growing demands for school standardization and accountability (Chen, 2021b;DeMatthews et al, 2023). Pressure is particularly acute today as principals attempt to deal with the impact of the pandemic on top of more regular demands.…”

Section: Principal Well-beingmentioning

confidence: 99%

Reconceptualizing principal well-being: state, measurement and consequences

Chen

Walker

Riley

2023

JEA

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PurposePrincipals' well-being worldwide is under increasing threat due to the challenging and complex nature of their work and growing demands. This paper aimed at developing and validating a multidimensional Principal Well-being Inventory (PWI) and examining the state and consequences of principal well-being.Design/methodology/approachThis paper involves four independent samples of principals working in schools from Hong Kong and Mainland China. The research design consisted of four phases with four sequential empirical studies. Phase 1 was to establish the content validity (literature review and Study 1); Phase 2 was to test the construct validity (Study 2 and Study 3); Phase 3 was to build the criterion validity (re-use the data from Study 3) and Phase 4 was to test the cross-validity of the PWI (Study 4).FindingsBased on published literature and four successive empirical studies, a 24-item PWI was created via a theoretical-empirical approach of test construction. Validity was confirmed through construct-, content-, criterion- and cross-validity testing. The PWI covers the six important well-being dimensions – physical, cognitive, emotional, psychological, social and spiritual – to present a general picture of principals' occupational well-being associated with job nature, well-being literacy, leadership and context.Research limitations/implicationsThe inventory will aid efforts to promote principal well-being as an essential component of schoolwide well-being, quality education and a wellness society.Practical implicationsDuring the post-COVID-19 period, this project is deemed both critical and timely so that quality education will not be sacrificed due to factors affecting principal well-being.Originality/valueThis theoretically and empirically validated inventory serves as a robust tool for comprehensively understanding principal well-being and a fuller exploration of their well-being literacy, drivers and outcomes.

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Novice Principal Burnout: Exploring Secondary Trauma, Working Conditions, and Coping Strategies in an Urban District

Cited by 24 publications

References 65 publications

Lifestyle and work-related correlates of psychosocial health among Australian teachers: a cross-sectional study

Lifestyle and work-related correlates of psychosocial health among Australian teachers: a cross-sectional study

Navigating Policy and Local Context in Times of Crisis: District and School Leader Responses to the COVID-19 Pandemic

Reconceptualizing principal well-being: state, measurement and consequences

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