Approaching Burnout: The Work and Wellbeing of Saskatchewan School Administrators During COVID-19

Abstract

ABSTRACTThis article examines school administrators’ wellbeing amidst heightening work intensification during the COVID-19 pandemic. The article draws on the concepts “stress” and “burnout” within an overarching conceptual framework of wellbeing to highlight the substance and scope of wellbeing issues these administrators experienced in their work. The article concludes that strengthening leadership capacity to inspire future confidence in the school principalship requires a reorientation of our understanding of what it means to be a leader and the creation of an environment in which incumbents and aspiring administrators feel secure in demonstrating vulnerability and advocating for their own needs. Disclosure StatementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the The Centre for Educational Research, Collaboration, and Development (CERCD).