Why principals’ work is changing—and why it matters to every school
Principals have always worn many hats, but the scope, intensity, and accountability pressures of the role have expanded dramatically. A large mixed-methods study led by Dr. Katina Pollock (with Dr. Fei Wang and Dr. Cameron Hauseman) set out to capture a clearer picture of what principals actually do each day and what forces are reshaping their work.
For school communities, this matters because the principal’s time is a limited resource that influences everything from school culture to staff support to student well-being. For organizations like TinyEYE—supporting schools through online therapy services—this research is also a practical lens into why schools increasingly need scalable, reliable student supports that don’t add more strain to already-stretched leadership teams.
A snapshot of the research: scale, method, and credibility
This study used a mixed-methods design: focus groups helped shape the survey, and an online survey captured broad input across Ontario. The survey included 60 questions across 12 areas (including time use, responsibilities, external influences, well-being, supports, and professional development).
- Survey responses collected: 1,821
- Usable surveys analyzed: 1,423
- Response rate: 52.7% over 26 days (October 2013)
- Average reported workweek: 58.7 hours
Notably, the long workweek was consistent across gender, experience, education level, and contextual factors like school community size and socioeconomic status, suggesting the role has become structurally demanding—not just situationally demanding.
The 59-hour workweek: where time really goes
Principals reported working roughly 59 hours per week on average. When the study looked more closely at what predicts longer workweeks, several activities stood out, including working with parents, internal school management, student discipline, professional development, board office committees, building maintenance, and community engagement. Communication channels also matter: email and meetings consume significant time.
Top time pressures inside the school day
The study highlights a reality many educators recognize: urgent operational needs often crowd out the work principals most want to do.
- Student discipline concerns: 7.6 hours/week on average
- Internal school management: 7.5 hours/week on average (and 55% wanted less time here)
- Personnel management: 5.6 hours/week on average (29% wanted less time here)
- Time at district office: 5 hours/week on average (48% wanted less time here)
The instructional leadership gap
Principals signaled a strong desire to spend more time on instructional leadership, but their calendars are pulled toward management tasks.
- Curriculum and instruction: 5 hours/week on average, yet 82% wanted more time
- Classroom walkthroughs: 3 hours/week on average, yet 83% wanted more time
- Professional development: only 2 hours/week on average, and 74% wanted more time
This tension is more than a scheduling issue—it affects school improvement capacity. When principals can’t get into classrooms consistently, it becomes harder to coach instruction, notice emerging student needs early, and support staff with timely feedback.
Email is a workload multiplier
One of the clearest operational findings is the sheer volume of time principals spend communicating—especially through email.
- Email: 11.5 hours/week on average
- Informal meetings: 9 hours/week on average
- Formal meetings: 6 hours/week on average
- Principals who wanted less time on email: 83.7%
For schools, this is a practical insight: even well-intended initiatives can add “invisible workload” when they increase reporting requirements, coordination, or back-and-forth communication. Any student support model that reduces administrative coordination—without reducing quality—can have an outsized impact.
Policy and compliance: when autonomy shrinks
A major theme in the report is that principals’ work has become increasingly structured by policy and program compliance. Principals identified specific provincial policies as strongly influencing their daily work:
- Regulation 274/12 (Hiring Practices): 77.6%
- Growing Success: 77.4%
- Safe Schools Act (Bill 212): 69.1%
Beyond the percentages, qualitative feedback points to a perceived loss of autonomy—particularly around hiring—and a sense that compliance demands divert attention from teaching and learning. The report’s conclusion is especially striking: the limited variation across contexts suggests the role has become so rooted in compliance that there is less room for professional judgment and day-to-day autonomy.
Accountability is everywhere—and often conflicting
Principals reported feeling accountable to multiple groups, most strongly to:
- Students
- Staff
- Parents/community
- Employer
- Ministry of Education
- Themselves and their family
Many principals described the strain of managing competing expectations—for example, being expected to maintain strong labour relations while also enforcing mandates and holding staff accountable. This “multiple accountabilities, limited authority” dynamic is a key driver of stress and time pressure.
Mental health needs are rising—principals are absorbing the impact
Among the factors affecting principals’ work, mental health issues among students and parents/guardians emerged as a significant challenge. The report also notes that many principals are involved in school-based programs aimed at student mental health and social skills development, which adds coordination and oversight responsibilities.
This is an important point for student services planning: when student needs intensify but community agencies face constraints, schools become the default place for support. That shift can be lifesaving for students, but it also increases operational load on administrators and educators.
For TinyEYE and similar providers, the implication is clear: therapy and support services must be designed to integrate smoothly into school routines, reduce scheduling friction, and provide consistent documentation and communication pathways—without adding layers of work for principals.
Well-being and work–life balance: the hidden sustainability crisis
Despite high commitment and a strong sense of purpose (91.8% felt their job made a meaningful difference), the report reveals concerning indicators of strain:
- 86.5% said they never seem to have enough time to do their work
- 72% felt pressured to work long hours
- Only 38.3% felt they had the resources needed to do the job properly
Coping strategies—and a red flag schools can’t ignore
Principals reported common coping strategies like spending time with friends and family (86.2%), talking with colleagues (74.6%), and physical activity (66.2%). However, the report also found that 29% indicated they self-medicated to cope. That statistic is a serious signal that system conditions—not just individual resilience—need attention.
Job satisfaction is strong, but not universal
Most principals were satisfied most of the time (78.6%), yet about one-fifth expressed regret indicators:
- 21.3% wished they had remained a teacher
- About 20% said they would choose a different sector if starting over
For recruitment and retention, this matters. If the role is perceived as unsustainable, fewer educators will aspire to it—leading to leadership shortages and less stability for schools.
What this means for schools: practical takeaways
This report is not just descriptive—it points to actionable realities that districts and school communities can respond to.
1) Protect instructional leadership time
- Reduce avoidable administrative tasks that pull principals away from classrooms.
- Streamline reporting and meeting structures where possible.
- Invest in operational supports that keep urgent issues from consuming strategic time.
2) Treat student mental health as a core capacity issue
- When mental health needs rise, the workload does not only land on counsellors—it lands on principals, teachers, and support staff.
- Partnerships matter, but they also require coordination time; schools need models that minimize administrative overhead.
3) Choose service partners who reduce friction
Whether schools are implementing online therapy, specialized assessments, or targeted interventions, the best partners are those who:
- Provide predictable scheduling and clear communication routines
- Offer documentation processes that align with school expectations
- Coordinate directly with designated staff to avoid “email sprawl”
- Support continuity of care for students without creating extra steps for administrators
This is where online therapy services can be especially helpful when implemented thoughtfully. With the right structure, teletherapy can expand access to student support while reducing travel, waitlists, and scheduling bottlenecks—helping schools respond to needs without adding to a principal’s already overloaded day.
A hopeful conclusion: leadership is still deeply meaningful
One of the most inspiring findings in the report is that principals overwhelmingly believe their work matters and that their schools are good places to work. That sense of purpose is a strength worth protecting. But purpose alone cannot compensate for chronic overload, limited autonomy, and growing mental health demands.
When schools, districts, and partners work together to reduce administrative drag and expand student support capacity, principals gain back what they consistently say they want most: time to lead learning, build relationships, and be present where it matters—alongside students and staff.
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