School Leader Well-Being: Perceptions of Canada’s Outstanding Principals

Abstract

The decrease in well-being of school leaders has become an area of concern among scholars and practitioners around the world. Globally, increasing social, political, economic, educational, and professional demands faced by school administrators have led to an unmanageable workload, stress, burnout, and a lack of work–life balance. However, some principals thrive amidst challenges and are recognized by various national and international awards as outstanding school leaders. Examining the challenges that award-winning school principals face can both prevent conditions that decrease their well-being and help understand coping strategies and support systems necessary for successful school leadership. Our study examined the sense of flourishing among the national award-winning principals in the Canada’s Outstanding Principals (COP) program that recognizes outstanding contributions of principals in publicly funded schools. In this article, we describe participants’ perceptions regarding the significance of principal well-being, barriers and challenges to their well-being, coping strategies to promote and sustain their well-being, and necessary policy and school system supports for enhanced principal well-being.