The article reports on the development and validation of an instrument to measure the well-being of public-school principals in Gauteng, South Africa, based on a specific theoretical framework. Adopting a quantitative, post-positivist paradigm, data were gathered from 207 principals selected by means of a census sample from various school types and socioeconomic backgrounds. The instrument included structured questions that evaluated job demands, job resources, and aspects of personal well-being. Exploratory factor analysis confirmed strong construct validity, revealing four contextual factors: support from the school community, support from the department, resource availability, and support from students and parents. Additionally, four dimensions of personal well-being were identified, namely professional, emotional, physical, and work-related well-being. Reliability analysis showed internal consistency across all scales. The findings indicated that principals’ well-being is influenced by the interplay between workplace demands and available resources, aligning with the theoretical principles of the JD–R theory. This study thus offers a reliable, contextually relevant measurement instrument that can be employed for further research, policy development, and leadership support initiatives. By providing an empirically validated instrument tailored to the South African context, it lays a practical foundation for monitoring principal well-being and guiding targeted interventions aimed at enhancing leadership sustainability, organizational effectiveness, and educational improvement.
Adamjee et al. (2026) studied this question.