Classroom Teachers

The responses of the classroom teachers identified a range of influences within the respective themes that factored into their decisions to not apply for school leadership positions in ASA schools.

4.7.2.1.1.1 Lack of Educational Support

Of the areas identified within the Lack of Educational Support theme, response frequency most emphasised were (1) Lack of decision-making authority, (2) Lack of autonomy, (3) Staff selection practices, (4) Preparedness for the role, (5) Lack of

ongoing training and development, (6) Unsupportive school environments, (7) Salary concerns, and (8) System-based politics. However, as Table 4. 22 indicates, other concepts were also referenced, albeit with less frequency. Given that respondents had free choice as to what three factors influenced their unwillingness to apply for school leadership roles within ASA, the frequency of the eight identified areas above

warrants some discussion.

When referring to the view that principals in the ASA education system do not have sufficient decision-making ability, responses such as “Ultimately decisions are made by the ASA not the local school principal” convey a perception by a number of classroom teachers that ASA have a strong influence in decisional matters.

A lack of autonomy within the ASA system in the role of principal was also identified by classroom teachers, clearly stated in quotes such as “There is not enough

autonomy allowed in the role”, and “Because you are just too over-governed by the Conference Office”. This perceived lack of autonomy overlaps to some degree with the lack of decision-making authority theme.

Selection practices appeared to be a point of contention for many classroom teachers, with responses such as “It appears to be a selection process with very little, if any transparency, on the selection criteria--it is not always the most suitable person for the job--and at times, it seems like a promotion of incompetence — ‘you are not really a great teacher but we [someone in authority] like you so we will make you a

principal’". Additionally, comments such as “It is always 'jobs for the boys' - you wouldn't apply unless you were encouraged to do so. Even if they 'ask', the real people they want have already been sounded out, probably months before” and “Jobs in the system are often not advertised so positions rely on connections instead of the interview/application process” paint a portrait of issues perceived amongst classroom teachers of shortcomings in selection practices.

Many teachers indicated that they felt unprepared to take on such a leadership role. Comments such as “Not feeling adequately prepared for the role” were quite

common, while a number espoused the view that “Great teachers and leaders are not invested in for these roles”.

A perceived lack of ongoing training and development was frequently referred to by classroom teachers as an influence in their decision not to apply for principal roles, with comments such as “Lack of training and support before or while in the role” and a view that there were “Inadequate opportunities for leadership PD or training”. Comments such as “I would only take this job if there were regular opportunities for professional development in the area of leadership etc” summarised a view held by a number of respondents, with many indicating that a distinct lack of mentoring

processes would factor in their unwillingness to apply for school leadership positions. It is noted that there is some overlap in this theme with the earlier lack of

preparedness theme.

Unsupportive school environments were commonly alluded to also, with unsupportive parents and wider school communities cited, along with an undercurrent of system level support being absent. Comments such as “Stress in dealing with the growing population of parents who appear to be uninterested in or uncooperative in wanting to work together with the school to educate their children”, summarised these areas well. Additionally, comments such as “a lack of support from employing bodies for those who are new to management roles” and “lack of support from leadership at Conference level” demonstrated additional concerns in taking on the role of school leadership.

Many responses relating to salary as an influence for why respondents would not apply for school principal roles were present, a common view summed up well by the comment “Remuneration needs to better reflect the position and responsibility

associated with the role”. One respondent identified that there is a lack of incentive in the remuneration to take on a principal position, stating “The salary does not match the responsibility and the difference in salary between teachers/ deputies and principals is not enough”. Salary was an oft-cited influence for why respondents would not be willing to apply for school leadership positions. Additional comments such as “Lots of stress and burnout, especially in a smaller school, which the extra pay is not worth” addressed an issue raised frequently, i.e., that principals of smaller schools must take on more roles than their larger school counterparts. As one

a big school, because they have to do everything - run the school, often do release, write up the newsletter etc. They are paid less than a Principal of a large school because remuneration is based on school enrolments”.

Also present amongst the classroom teachers’ responses was a view that politics at a system level weighed on their decision not to apply for leadership roles. Comments such as “political red tape”, “too much control is held by ministerial staff at Conference level, who have no expertise in education” as well as a number of more direct, sensitive comments which plainly identified that political activity does not appeal to many and is a deterrent to applying for school leadership positions within the ASA education system. A number of respondents were quite critical of senior levels of Adventist education and expressed concern over the amount of politicking by these groups. Comments such as “Top levels of Adventist hierarchy are distant, ineffectual and disconnected with current schools and trends in Education” and “Adventist politics” provided insight as to why some chose not to consider school leadership in the ASA educational context.

4.7.2.1.1.2 Family Influences

Within the theme of Family Influences, classroom teachers repeatedly indicated that they had concerns over school leadership roles having too significant an impact on their family lives. Comments such as “Too much pressure placed on personal relationships”, “I would think that it would take too much of my family time away” and “I want to spend more time with my family, not less” support the idea portrayed by many classroom teachers as to the impact of leadership roles on their family lives. Also identified were concerns relating to the likelihood of needing to relocate for such a role, with comments such as “Relocating my family”, “Relocation inconvenience”, “Uprooting my children from a stable environment”, and “Moving schools would disrupt the family” illustrating the difficulty perceived by many as a reason not to apply for an Adventist School Australia school leadership position. Other concerns raised by classroom teachers in the theme of Family Influences included (1) The possible increased cost of housing in a new location, (2) Finding work opportunities for spouses, (3) The role likely requiring moving after a number of years, and (4) The need to relocate established businesses.

4.7.2.1.1.3 Role Disconnect

The theme of Role Disconnect identified a number of reasons identified by classroom teachers that would influence their decision not to apply for principalships as a result of something they perceived to be missing from the role. The most common reason identified related to the enjoyment of being in the classroom. Comments such as “I am a classroom teacher and there-in lies my strength”, “I would rather teach”, “My passion is for the students in the classroom” and “I love teaching it is what I feel called to do” clearly articulate the enjoyment many teachers have of being in the classroom. Also acknowledged, however, was the view that by entering a position of administration, a loss of close relationships with students would be encountered. Comments such as “I would miss interacting with students and impacting their lives”, “Being a teacher seems to be more rewarding day to day with students” and “I love to teach and interact with the students” all echo this sentiment. Additionally,

respondents identified (1) Contentment in their current role, (2) A lack of confidence in their ability to take on a school leadership role, (3) A current lack of the required skill set, (4) A lack of interest in the role, (5) Concerns relating to the dominance of males in these positions, (6) A perceived sense of loneliness in the role, and (7) The impact taking on such a role would have on relationships with colleagues, as reasons they would not apply for school leadership roles within Adventist Schools Australia.

4.7.2.1.1.4 Work/Life Pressures

The single biggest theme by response frequency identified by classroom teachers as to reasons for why they would not apply for school leadership positions, related to Work-Life Pressures. In total, 21 different associated concepts were identified with this category, a number of which also encompass family influences. Dominant amongst these was the perception that the principal’s workload is increasing, with paperwork a key component. Comments such as “I have to spend enough time wading through paperwork as it is and I believe that as a principal this would only increase” captured the views of many. There was acknowledgement that school leaders of small schools, in particular, wear a number of hats and carry extra workload comparative to their larger school counterparts, with comments such as “The workload – particularly in small schools – is enormous” confirming this opinion. A view existed that there was “Increasing liability and vulnerability to be attacked both personally and professionally by onlooking bodies”, a sentiment echoed

by a number of respondents. Interestingly, a number of respondents identified the increased likelihood of litigation as a reason for why they would not consider school leadership in the ASA education system, perhaps a view best summed up by the statement “A lot of responsibility legally”. There was consistent reference made to the fact that the workload size and complexity of school leadership roles was significant, with comments such as “Time demands are huge”, “Highly demanding and

stressful”, “An overwhelming workload”, and “Constant changes in legislation and policies etc” indicating a consensus that the role of principal is considered a difficult one. One respondent, while noting this increased workload also suggested that while the role is growing in size, less administrative support is being made available, commenting “Principals’ workload is increasing yet administration support staff are not available at a local school level”. Additionally, respondents indicated that the close scrutiny principals come under, and the criticism that often exists for those in key leadership positions did not lend itself towards a desire to take on such positions.

A lack of balance was identified for many of those already in the role of principal; summed up in quotes such as “Principals are mostly unhealthy in their life-work balance”, and “harder to separate work and home/family life”. Work-Life pressure terms such as ‘stress’, ‘burnout’, ‘time consuming’, ‘responsibility’, ‘accountability’, ‘consequences’, ‘demands’, ‘too much work’, ‘red tape’, ‘unrealistic expectations’, and ‘workload’ were very common in the open-ended responses, all of which painted a clear picture that the role of school leader is considered unattractive to the majority of ASA employees.

4.7.2.1.1.5 Religious Influences

A number of respondents identified religious elements which suggested that working within a faith-based setting such as the Seventh-day Adventist education system often proved difficult. Comments such as “Dealing with constant criticism from staff or the Adventist community”, “I don’t like the pressure that the Adventist community places on principals”, and “Being held to an unachievable standard within the Church” suggested there were religious influences that factored into why they were not willing to consider school leadership roles within the Adventist education system. One

respondent stated “The watchdog mentality’ prevalent in the Church is ‘off-putting’”. Also identified were the difficulties experienced at times in establishing distance

between one’s personal and professional life within the Adventist community – “Finding the boundaries between Church and School in a small community” and “Living within an Adventist fishbowl” hinted at the challenges of working within such a close community.

Lastly, an undercurrent came through from respondents which questioned the extent of Adventist ethos in a number of Adventist schools, “There are so many factors working against Adventist special character. Many teachers and administrators in our schools are not personally committed to Adventist lifestyle and beliefs”. This is seen by some to be a disincentive for taking on school leadership within the ASA education system.