The influence of school-contextual factors on the wellbeing of independent primary school principals in low socioeconomic status settings: a case study from New South Wales, Australia

<p dir="ltr">This study investigated how school-contextual factors impact the wellbeing of an early career school principal of an independent primary school in a low socioeconomic status (low SES) community in New South Wales (NSW), Australia. Recent research has established that the wellbeing of principals in Australian schools continues to deteriorate. Reports of stress, ill health, and intention to leave are increasingly common nationwide. At the same time, there is a public perception that independent schools are better off than public schools. The implication here is that the wellbeing of principals in independent schools is likely to be better than in other types of schools.</p><p dir="ltr">Encouraged by School Choice policies of earlier governments, recent decades have seen an increasing number of independent schools established in low SES communities. Given the findings of recent studies that suggest factors relating to low SES communities may have additional impacts on the wellbeing of principals in public schools, it is possible that the wellbeing of principals of independent schools is likewise affected. Based on the Seligman’s PERMA wellbeing model, the qualitative case-study based research reported in this thesis used an open-ended, semi-structured interview to investigate how factors specific to one independent school within a low SES community in NSW affected the wellbeing experiences of the principal, who was an early career school leader.</p><p dir="ltr">Findings from this study confirmed that the working conditions and effects on the principal’s wellbeing in this school were not necessarily different from those in public schools, including heavy workload, lack of time, and shortage of staff. Moreover, the significant socioemotional needs of learners, lack of support at the leadership level, and negative aspects of staff relations intensified the principal’s work and feelings of isolation, stress, and ill health. Parents’ consumer attitudes about education further increased job pressure on the principal. However, school type and culture, positive staff relations, learners flourishing, and stakeholder support appeared to enhance the principal’s wellbeing, potentially balancing the negative factors. The implications of this study’s findings are discussed, and recommendations made for practice, policy, and further research.</p>