The Diminishing State of School Leader Wellbeing: The Impact of Policy and Passion

Australian school leaders play a vital role in our society. They are responsible for the development and wellbeing of our youth, and thus, are integral to the success of our economy. Unfortunately, Australian school leaders have consistently reported concerningly high levels of burnout, resulting in high levels of attrition, and tragically, self-harm and suicide. Paradoxically, Australian school leaders too report high levels of job satisfaction. Evidently, the current wellbeing profile of our school leaders in complex. The aim of my thesis is to explore the current high burnout high job satisfaction paradox experienced by our school leaders. A greater understanding of this phenomenon will provide insight into how to best address the current burnout crisis school leaders are experiencing, whilst maintaining and promoting school leader job satisfaction. To gain a holistic understanding, I examined macro-, meso-, and micro-level influences hypothesised to impact school leader burnout and job satisfaction. I explored how key school leader job demands and job resources impact their burnout and job satisfaction using longitudinal structural equation models within a Job-Demands/Resources framework (Study 1). Second, using difference in differences analyses I explored how Australian federal and state education reform influences school leader job demands, job resources, burnout, and job satisfaction (Study 2). Finally, I examined how school leader general passion, and its harmonious and or obsessive manifestations, impact school leader burnout and job satisfaction (Study 3). My studies indicate that all macro-,meso-,and micro-level influences significantly impact school leader burnout and job satisfaction. From my findings I provide guidance for policy makers to best address the current burnout crisis facing our school leaders, and identify how a holistic approach is necessary. I also identify the areas needing additional research to ensure policy makers are able to best promote and support Australian school students and staff collectively