Balancing the Clock: Work Hours and Work-Life Balance Among Texas Principals

Abstract

This study examines the work-life balance of Texas principals, focusing on role balance, overload, and ease and how these factors vary across different school levels when accounting for hours worked. Principals are critical to the success of schools but often face significant stress and burnout due to excessive job demands, long working hours, and limited support, which can lead to turnover. Using a quantitative, cross-sectional design, the study analyzes survey data from 122 principals across Texas, with findings suggesting that while high school principals report lower role overload and higher role ease than their elementary and middle school counterparts, they also work the most hours. Conversely, elementary and middle school principals experience greater role overload and lower ease, potentially due to fewer administrative support resources and more complex student needs. The study further reveals that increased hours worked contribute to higher role overload and lower role ease across all school levels. These results underscore the need for targeted interventions to support principals, especially at elementary and middle schools, including additional administrative support and professional development opportunities in time management and stress management. The study highlights the importance of promoting role balance to reduce burnout and improve retention, ultimately fostering more stable leadership in Texas schools