In this blog post we examine how administrative burdens combine with emotional and cognitive demands to affect school leader wellbeing in Ireland. High levels of stress and attrition among teaching professionals have led to widespread concerns that teaching and school leadership are demanding professions in which mental health issues are common (Riley et al., 2019, 2021). In commissioned research with school leaders in Ireland for the Irish Primary Principals’ Network (primary schools) and the National Association of Principals and Deputy Principals (NAPD) (post-primary schools) we surveyed members from 2022 to 2024.

We collected 1,731 responses across the three years (n= 700, 538, and 493 respectively). The majority (61 per cent) participated only once, while 29 per cent participated twice and 10 per cent in all three years. The demographic makeup remained stable throughout, with approximately three-quarters of respondents being female and about four-fifths being principals rather than deputies. Surveys were distributed between February and April annually.

Across the three years, we found that more than half of primary and post-primary school leaders reported spending too much/far too much time on administration while having too little time for leadership, teaching, curriculum planning and student interactions – figures 1 and 2 illustrate these findings for 2023. This combination of responsibilities creates a significant burden, with school leaders working long hours to meet demands (Arnold et al., 2023; Rahimi et al., 2023).

Figure 1: Perceptions of time spent on key roles and responsibilities by Irish primary school leaders (percentage)

Figure 2: Perceptions of time spent on key roles and responsibilities by Irish post-primary school leaders (percentage)

‘It is the combination of emotional, intellectual and work intensity pressures, alongside workload demands, that distinguishes leadership and makes it uniquely demanding.’

Our research with school leaders in Ireland over a three-year period demonstrates that the sheer volume of tasks, along with the administrative and bureaucratic burdens, are critical challenges for leaders across diverse contexts. These leaders consistently cite unmanageable workloads as their primary and most significant source of stress. However, the greater challenge lies in the intense and multifaceted nature of contemporary leadership work – specifically, the demands that go beyond workload alone. It is the combination of emotional, intellectual and work intensity pressures, alongside workload demands, that distinguishes leadership (and teaching more broadly) and makes it uniquely demanding (Arnold & Rahimi, 2024; Rahimi & Arnold, 2024), as demonstrated when compared with the general working population (figure 3).

Figure 3: Demands faced by Irish school leaders compared to average demands in the general working population (Denmark). (Comparable data for the Irish general working population is not currently available.)

While workload remains a key concern, our research shows that the demands on Irish school leaders go well beyond the sheer volume of tasks. The pressure lies in the cognitive, emotional and intense nature of the work. Leadership in contemporary schooling requires deep engagement, critical thinking, emotional regulation, problem-solving and constant decision-making. These roles are defined by the emotional connection, meaning and responsibility educators feel for student success and wellbeing which often extends beyond the classroom. The intensity of these roles stems from the ongoing nature of interactions with students, parents and colleagues, as well as the constant need to make decisions that have significant consequences for students’ futures. Teachers and school leaders must also navigate frequent ethical dilemmas, balancing fairness to all students, upholding the integrity of the educational system, and addressing complex, often challenging situations.

To fully understand the intensity of school leadership and support leader wellbeing, there must be a greater appreciation of how emotional, cognitive, workload, work intensity and moral pressures intersect in different settings to create the demands educators face (Riley et al., 2019). While some demands are inherent to the leadership role, ensuring these roles are manageable and sustainable in Ireland requires clear agreements on core purpose and responsibilities, along with a reduction in peripheral duties. This must be supported by access to additional resources and support when needed, particularly in managing complex situations involving students, parents and the wider community. Ultimately, leaders should have much greater influence over how their professional work is defined, performed and evaluated to ensure that systems and policies are not only enabling but also reflective of the realities of their professional practice.

References

Arnold, B., & Rahimi, M. (2024). Irish primary school leaders’ health and wellbeing. Centre for Research for Educational Impact, Deakin University. https://doi.org/10.13140/RG.2.2.32121.79209

Arnold, B., Rahimi, M., Horwood, M. & Riley, P. (2023). Irish primary school leaders’ wellbeing metrics 2023. Centre for Research for Educational Impact, Deakin University. https://doi.org/10.13140/RG.2.2.20009.77920

Heikkilä, M., Mauno, S., Herttalampi, M., Minkkinen, J., Muotka, J., & Feldt, T. (2023). Ethical dilemmas and well-being in teachers’ work: A three-wave, two-year longitudinal study. Teaching and Teacher Education, 125, 1–13. https://doi.org/10.1016/j.tate.2023.104049

Rahimi, M., & Arnold, B. (2024). Irish post-primary school leaders’ health and wellbeing. Centre for Research for Educational Impact, Deakin University. https://doi.org/10.13140/RG.2.2.22055.46246

Rahimi, M., Arnold, B., Horwood, M. & Riley, P. (2023). Irish post-primary school leaders’ wellbeing metrics 2023: A national survey of educators’ health and wellbeing. Centre for Research for Educational Impact, Deakin University. https://doi.org/10.13140/RG.2.2.33431.55200

Riley, P. (2019). The Australian Principal Occupational Health, Safety and Wellbeing Survey: 2018 data. https://www.principalhealth.org/reports/2018_AU_Final_Report.pdf

Riley, P. (2021). The Australian Principal Occupational Health, Safety and Wellbeing Survey: 2020 data. https://www.principalhealth.org/reports/2020_AU_Final_Report.pdf