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How to Promote School Principals' Well-Being? The Role of Job-Related Perceptions and Behaviors

Stefano Delbosq¹, Chiara Lorini², Guglielmo Bonaccorsi²

¹Psychology Department, University of Milano-Bicocca, Milan, Italy.

The Journal of School Health

|January 11, 2026

Abstract

Background:

The well-being of school principals and the factors that influence it is a research area that is gaining increasing attention in the literature. School principals experience high levels of work-related stress with potential negative effects for work-ability, climate, and school effectiveness.

Methods:

This study examined the work and health outcomes of Italian comprehensive and high school principals during the COVID-19 pandemic. This study was part of the Global Health Literacy Research Network. Two hierarchical multiple binary logistic regression models were performed with exhaustion and well-being as outcomes.

Results:

School principals reported high levels of exhaustion and low levels of well-being. School principals from high schools were more likely to report exhaustion. Exhaustion was positively associated with work extensification and perceived helplessness and negatively associated with work-related sense of coherence. Well-being was positively associated with work-related sense of coherence and perceived self-efficacy and negatively associated with work extensification and perceived helplessness.

Implications For School Health Policy, Practice, And Equity:

These findings highlighted the importance of job-related perceptions and self-endangering behaviors for exhaustion and well-being, suggesting concrete recommendations for health-promoting interventions.

Conclusions:

The results provide an overview of the well-being of Italian school principals during the COVID-19 pandemic, highlighting the importance of different dimensions.

Keywords:

burnout health promotion school principal self‐efficacy self‐endangering behavior well‐being

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