Executive Summary: Wellbeing among Arizona’s School Administrators

August 2024

Introduction

Arizona School Administrators (ASA) and Northern Arizona University (NAU) have partnered to address the critical issue of wellbeing among Arizona’s school leaders. The collaboration aims to understand leaders’ perceptions of their own wellbeing and strategies used to enhance wellbeing among school and district leaders. Wellbeing among educational leaders is important because it has implications for the recruitment and retention of school and district administrators, as well as additional ripple effects on staff and student success. This executive summary synthesizes key findings from a comprehensive literature review and a pilot survey conducted among Arizona school administrators.

Literature Review Highlights

1. Background on Arizona’s K-12 System:

• Arizona supports over 2000 public schools and 700 charter schools, serving more than 1.1 million children.
• Experience levels among educators significantly impact leadership turnover, with higher attrition rates among more experienced leaders.

2. Attrition Rates and Effects:

• Nationally, principal tenure averages four years, with turnover driven by salary issues, working conditions, high-stakes accountability policies, and lack of decision-making authority (Learning Policy Institute, 2019).
• According to the National Center for Education Statistics (2023), over 1 in 10 (11%) public school principals leave the profession each year.
• Superintendents running the country’s largest school districts stay on the job for about six years on average, but that tenure is shorter for women, leaders of high-poverty districts, and leaders of districts high percentages of students of color (Education Week, 2018).
• According to The Superintendent Lab (White, 2023), between 2022-23 and 2023-24, 21.5% of all K-12 public school districts in Arizona experienced a superintendent transition, and 56.6% have experienced at least one superintendent transition in the past 5 years.
• The Center for Education Policy Analysis (2011) suggested there is some correlation between leadership turnover and teacher recruitment and retention.
• Tran and Smith (2020) found that turnover of administration has an adverse impact on teacher efficacy and retention, which impact student learning. Furthermore, they found that district-level stability and support positively affect principal retention, teacher retention, and student achievement.

3. Health and Wellbeing Assessments:

• Studies indicate high levels of stress among school leaders, exacerbated by factors like state and federal regulations, inadequate funding, and workload demands (National Library of Medicine, 2022).
• Fosco, Brown & Schussler (2023) found that educational leaders reported high levels of role-related stress from external pressures, responsibilities related to managing others, interactions with families, and job-related concerns. Impacts of this stress were multifaceted and found to spill over to home.
• Educational leader wellbeing affects all within the educational community (Mahfouz et al., 2019).

4. Support Strategies:

• Effective strategies include promoting self-care, providing professional development focused on wellbeing, and fostering supportive work environments.
• Structural changes, such as policy adjustments and long-term assignments, can also enhance wellbeing among leaders.

Pilot Survey Findings

Surveys were electronically administered via ASA membership rosters to school and district leaders across Arizona in early 2024. Conclusions from the quantitative sections of the survey include the following:

1. Participant Demographics:

• Survey respondents included 275 administrators in various leadership roles; respondents were predominantly White (n=188) and female (n=155)

2. Stress Factors:

• Top stressors identified by participants included heavy workload, staffing shortages, the political climate in Arizona, and lack of resources/funding.
• Female administrators reported higher stress levels related to workload, deadlines, and respect from staff compared to male counterparts.

3. Work-Life Balance:

• Overall, administrators rated their work-life balance between poor and fair.
• Females reported lower satisfaction with work-life balance compared to males.

4. Workplace Experiences and Perceptions:

• Administrators found their work meaningful but noted high levels of job-related stress.
• Female administrators reported less satisfaction with their preparation for their roles and less support from mentors, compared to male administrators.

Conclusions from the qualitative questions on the survey are presented below based on four broad open-ended questions asked:

1. Reasons for Staying in Current Position:

• Meaningful Work: Administrators find their roles purposeful, contributing positively to students, staff, and the community.
• Quality Relationships: Strong, supportive relationships with students, staff, and the community play a significant role in retention.
• Feeling Stuck: Many administrators feel compelled to stay due to retirement benefits or a lack of alternative career options.
• Enjoying the Job: Despite challenges, some administrators simply enjoy their roles and derive satisfaction from their work.

2. Reasons for Considering Leaving:

• Stress and Work-Life Balance: High levels of stress and poor work-life balance are major factors pushing administrators to consider leaving.
• Lack of Support and Funding: Insufficient resources and support from the district and community contribute to dissatisfaction.
• Politics and Public Ridicule: Political pressures and public scrutiny negatively impact administrators’ willingness to stay in their roles.
• Compensation and Benefits: Low pay compared to the private sector or neighboring states is a significant concern.
• Dissatisfaction with District Leadership: Poor relationships with district leadership or governing boards can drive administrators away.

3. Recommendations for Improvement Within Districts:

• Promote Work-Life Balance and Reduce Stress: Encourage policies and practices that support a healthier work-life balance.
• Increase Compensation: Advocate for better pay and benefits for administrators and staff.
• Build Community and Demonstrate Gratitude, Respect, and Trust: Foster a positive work environment through community building and recognition of administrators’ efforts.
• Provide More Support: Enhance support systems within districts, including mental health resources and additional staff.

4. Recommendations for Improvement Among State-Level Leaders:

• Provide better Resources, Support, and Training: Allocate adequate resources to support children and schools across Arizona’s diverse communities, including aggressively addressing educator turnover.
• Provide Responsible and Adequate Funding: Ensuring funding for public education was the most common theme across all questions in the survey!
• Enact Reasonable, Education-Focused Policies and Respect Educators as Professionals: Visit schools and learn from educators what is needed to ensure effective schooling in Arizona.

Conclusions and Next Steps

The findings from both the literature review and the survey underscore the urgent need for targeted interventions to support the wellbeing of school and district leaders in Arizona. Some initial recommendations from this literature review and pilot survey include:

1. Implement Support Programs:

• Develop comprehensive wellness programs that address both personal and professional wellbeing.
• Incorporate regular mental health check-ins and provide access to counseling services.

2. Policy Advocacy:

• Advocate for policies that reduce administrative burdens and provide adequate funding for schools.
• Engage state legislators in dialogue to understand the challenges faced by school administrators and seek their support in enacting favorable policies.

3. Professional Development:

• Offer professional development opportunities that focus on stress management, leadership skills, and self-care practices.
• Encourage mentorship programs to build a supportive network among administrators.

4. Research and Monitoring:

• Conduct ongoing research to monitor the effectiveness of implemented strategies and adjust as needed.
• Regularly survey administrators to gather feedback and identify emerging issues.

This collaboration between ASA and NAU will continue into the 2024-25 school year. The focus will be on soliciting strategies to address the identified needs and challenges, and continuing to collect data for trend analyses. By prioritizing the wellbeing of school administrators, Arizona can ensure more stable and effective leadership in its education system, ultimately benefiting students, staff, and the broader community.

Acknowledgements

This Executive Summary was compiled by members of the 2023-2024 Advisory Committee for the “Cultivating Partnerships to Support Wellbeing Among Arizona’s School Administrators” project: Ginni Biggs, Angelina Castagno (co-lead), Barbara Goodwin, Andy Gutierrez, Robbie Koerperich, Barbara Remondini, Melissa Sadorf, Roman Soltero, and Paul Tighe (co-lead). Support for the literature review was provided by Sean O’Meara, and support for the survey data analysis was provided by Ashley Vaughn. We thank every person who responded to the survey, as well as NAU’s Center for Health Equity Research, Community-Campus Partnership Support Program.