School principals feel “overworked” according to ASTI

An ASTI/ RedC survey of school leaders reveals that schools will face significant logistical challenges when nine new or revised Leaving Cert subjects are introduced in September 2025.

 From September 2025 to 2029, new and revised Leaving Cert subject specifications will be introduced across the entire Senior Cycle curriculum on a phased basis as part of the Senior Cycle Redevelopment Programme. Tranche 1 subjects (nine subjects) will be introduced this September for fifth year students.

In relation to revised Leaving Cert science subject specifications (biology, chemistry, and physics) being introduced in September, half of all principals and deputy principals who participated in the ASTI/ RedC survey agreed that their schools do not have a sufficient number of science laboratories, 47% said they have teacher supply problems for science subjects, and 44% believe their science labs are not well equipped.

In relation to the wider Senior Cycle Redevelopment Programme, school leaders identified the top three most essential supports for schools as:

• An increase in the number of middle management posts in schools;

• Addressing the teacher supply problem; and

• More training and resources for teachers.

Commenting on the survey findings, ASTI President Donal Cremin said: “It is abundantly clear that the Senior Cycle Redevelopment Programme is being rushed and schools do not have the capacity to implement the necessary changes in an effective manner. There are wide ranging gaps in the system, including insufficient numbers of labs and inadequate resources in schools. These gaps will undermine educational standards and fairness for Leaving Cert students.”

School leaders’ workload and wellbeing

Almost three-quarters of second-level school principals work more than 50 hours per week; over a third work for 56 or more hours.

The survey reveals that unsustainable workloads and a relentless stream of new initiatives and policies is preventing school leaders from focusing on key leadership duties; particularly in terms of leading teaching and learning in their schools.

Sixty-nine per cent of principals and deputy principals surveyed said administrative tasks take up most of their working time. Ensuring compliance with legal and regulatory requirements is a high source of stress for principals and deputy principals, and the majority say they are under pressure all the time, do not have time to wind down, and feel burnt out and exhausted.

When asked, 63% said “leading teaching and learning” is the most valuable aspect of a school leader’s role, followed by “managing the organisation”.

“Following the decimation of middle management structures in our schools more than a decade ago, excessive workloads and working hours have become the norm,” said ASTI President Donal Cremin.

“Many school leaders who participated in the RedC survey expressed concerns about the sustainability of their roles, with some contemplating leaving the profession altogether.”