When the Principal is Well, Everyone Wins!

I have learned that how I show up as a leader directly affects the climate of my school. When I am rested and grounded, the energy flows outward to my staff and students. When I am exhausted, stressed, or distracted, it ripples too. This truth is not just about my own experience. It is also clear in research across the world.

Rita McHugh’s landmark study of 488 Irish primary principals developed the Framework of Occupational Well-Being to measure burnout, job satisfaction, mindfulness, motivation, and perception of fairness. The findings are sobering. Current figures show that there has been an increase in Irish principals’ use of prescription medications from 18% in 2015 to 40% in 2022, with 39% of principals reporting diagnoses of stress-related medical conditions. Principals also reported high levels of unpaid overtime, frustration with autonomy, and low levels of mindfulness. These factors erode their health and their capacity to lead.

This mirrors what many of us see in our own schools. Leadership roles in education have grown increasingly complex and emotionally demanding. Principals carry the responsibility for student learning, staff performance, compliance, safety, and community trust, often with limited support or preparation. As McHugh’s research shows, the impact of this workload is not only professional but deeply personal, affecting health, families, and long-term sustainability in the role.

Yet her work also offers hope. The six components of occupational well-being that she identified provide a framework for healthier leadership: managing burnout, meeting basic psychological needs such as autonomy and competence, sustaining motivation, practicing mindfulness, fostering job satisfaction, and building fairness into the system. These are not luxuries. They are essential if leaders are to thrive and if schools are to flourish.

I see this truth every day. When I protect time for mindfulness, when I share responsibility rather than doing it all myself, when I create systems that respect teachers’ autonomy, the energy in the building shifts. Teachers are calmer, students are more engaged, and families feel the difference.

The good news is that change is possible. McHugh’s findings show that motivation, autonomy, and mindfulness can all protect against burnout. For me, this reinforces that principals cannot treat their well-being as optional. It is at the core of effective leadership. When principals are supported and when they choose to care for themselves, the benefits ripple outward. Teachers feel it in their classrooms, students feel it in their learning, and families feel it in the overall climate of the school.

When the principal is well, everyone wins!