A 2019 survey by the National Association of Secondary School Principals and the Learning Policy Institute revealed that 42% of principals are considering leaving their current position, either moving to a different school or leaving the principalship altogether. The percentage of potential leavers was highest in high-poverty schools (46%) and in suburban and rural schools (43%).
Why do these principals want to leave their jobs? The most common responses related to working conditions, including a heavy workload (63%), unresponsiveness of district leaders and other support teams (51%), and the time and effort need to meet compliance requirements (44%). Principals also cited compensation (40%), high-stakes accountability (31%) as reasons for leaving. Those who were considering leaving were more likely than those who were not leaving to feel they lacked decision-making authority in such key areas as dismissing poorly performing teachers and setting a budget.
Almost all principals expressed a desire for more professional development, particularly in the areas of student social and emotional development, supporting student physical and mental health, leading schoolwide change to promote student achievement, using school data for continuous improvement, and developing students’ higher-order thinking skills. However, a majority of respondents (75%) said they lacked the time to access the development they wanted. This was an even bigger problem among those considering leaving their jobs (80%, compared to 72% of those staying).
The full report includes more detailed data, with breakdowns by school type, and recommendations for policy makers.
Source: Levin, S., Scott, C., Yang, M., Leung, M., & Bradley, K. (2020). Supporting a strong, stable, principal workforce: What matters and what can be done. Reston, VA: National Association of Secondary School Principals & Palo Alto, CA: Learning Policy Institute.
