School Principals’ Wellbeing Perceptions in Greek Primary Schools

The growing complexity of school leadership, intensified by increasing accountability and administrative demands, has heightened the need to understand principals’ wellbeing. This study examines the wellbeing of 161 public primary school principals in Greece, focusing on the factors that shape their professional experience and overall functioning. Survey findings indicate generally high levels of emotional, cognitive, social, psychological, and spiritual wellbeing, although physical wellbeing was noticeably lower. A significant gender difference emerged, with male principals reporting higher overall wellbeing than female principals, highlighting the relevance of gendered experiences in leadership roles. Job satisfaction also proved central, showing a strong positive association with all six dimensions of wellbeing and underscoring its importance for sustaining principals’ resilience and effectiveness. Beyond individual characteristics, several organizational factors—including relationships with staff, working conditions, school climate, and administrative workload—were identified as key contributors to principals’ wellbeing and daily practice. These conditions illustrate how organizational environments can enhance or strain leaders’ capacity to navigate evolving role expectations. Qualitative insights further clarified how personal attributes and school-level circumstances interact with these broader dynamics. Overall, the study illuminates the interplay between gender, job satisfaction, and contextual factors in shaping principals’ wellbeing, offering evidence to inform targeted support within contemporary educational settings.