LEADERSHIP+ The Professional Voice of Principals
Wellbeing and leadership DR JOLANTA BURKE AND DR MAJELLA DEMPSEY
MAYNOOTH UNIVERSITY DEPARTMENT OF EDUCATION
Wellbeing is like a velcro sticking to all school-related activities (Burke, Dec 2020). Therefore, all decisions that school leaders, teachers, and parents make will somewhat affect their school community’s wellbeing. The realisation of this can be daunting, especially in the context of the Covid-19 school closure, as many of the leaders have expressed worry about their staff, parents and especially, their pupils.
well-defined priorities, effective communication, strong team support, and flexibility in relation to the blending face-to-face interaction with the virtual learning space. (Figure 2). Wellbeing challenges ■ ■
“I worry about their wellbeing. I worry about our pupils with SEN or pupils with elevated anxiety and how they are managing this quagmire. I worry about the pupils for whom home might not be a safe place. I worry about the pupils that don’t have a supportive adult available to them.” Principal, May 2020
■
In the three surveys that we carried out with primary school leaders after the lockdown-related school closure, principals showed an enormous commitment to their school community’s wellbeing.
■
LEADERS’ CHALLENGES The stress of managing schools remotely has taken a toll on many primary school leaders. While they have shown great mental agility and maintained moderate levels of wellbeing, not one of almost 1,000 respondents saw themselves as thriving psychologically during the COVID-19 crisis. A group that was of particular concern were the teaching principals, who reported the lowest levels of wellbeing, across all dimensions, when compared to administrative principals. Further research needs to be carried out to unpack the particular stressors for the teaching principals. We would invite teaching principals to contact us if they would be willing to take part in a short on-line interview to explore the particular challenges they face in their work. Leaders’ stressors constantly evolve. Two weeks after the school closure, leaders asked DES for guidance in relation to distance learning, as many didn’t know what was expected of them at the time and it caused them stress. Two months later, however, leaders’ focus has shifted towards medium- and long-term goals. They were becoming increasingly stressed about the uncertainty of the schools reopening in September. Today, their stressors have changed yet again and are possibly related to the practical challenges associated with making the school safe for all. All these stressors have an enormous impact on leaders’ wellbeing. All leadership is complex, especially in times of crisis, such as the COVID-19 school closures. The survey we carried out with IPPN members in May showed that the challenges leaders face are multifaceted and complex (Figure 1). What is most evident is the pastoral and social role leaders have in relation to the children they teach and how this can spill into leaders’ personal lives, both physically and emotionally. Leaders found themselves organising food parcels in tandem with curriculum materials for some homes. At the same time, they mentioned supports that served them well. They included 10 10
■
Time constraints Multiple roles Lack of distributive support DES ‘Friday’ communications
■
■
Complexity of community supports Engagements with multiple agencies
Wellbeing supports ■ ■
Exercise and routine Professional networks Frequent contact and communication
■ ■
■
Well defined priorities Future focused and living in the present Flexibility
Figure 1: Challenges to and support for wellbeing Well defined priorities ■
■
Identify your priorities for the year ahead with the school community Build consensus and try to have wide agreement and ownership keeping your mission and purpose in mind for all planning Communication
■
■
Build a communication plan for staff, parents and students Have frequent connections with two way communication A strong team
■
■
Leading curriculum - what will be your priorities as a school? Leading wellbeign - leader, teacher, support staff, parents, children and community The virtual learning space
■
■
Can your school be flexible and agile if there is another school closure? How can the virtual space support you in leading? Plan for inducting pupils into the virtual space and professional development for leaders
Figure 2: Supports to put in place ahead of reopening in September. GOING FORWARD Wellbeing is a complex matter and thus requires a considered approach. Given that we live in such unprecedented times,
