School principals shape the daily experiences of teachers, students and families through their leadership. Since 2008, the OECD Teaching and Learning International Survey (TALIS) has amplified teachers’ and principals’ voices, offering insights into life in classrooms and schools. In 2024, 280 000 teachers across 55 education systems shared their views on the leadership of 17 000 principals. Drawing on lower secondary teachers’ views of their principals and principals’ own accounts of their work, The Value of School Principals in TALIS 2024 explores who valued principals are, where they work, what they do and how they can be supported. Its purpose is practical: to help education systems remove barriers and direct support where it is most needed.
The Value of School Principals in TALIS 2024
Introduction
Key figures
61%
of principals in OECD countries used school and classroom results in formal teacher appraisal in 2024, down from 70% in 2018
Over 90%
of principals in OECD countries were satisfied with their jobs in 2024
68%
of principals in OECD countries reported administrative work as a major source of stress in 2024
Valued principals focus on instruction and engagement with students, parents and the community
School principals who keep teaching and learning at the centre of their work are highly valued by teachers. They use school and classroom assessment results to inform teacher appraisal, follow appraisal with teacher development plans, observe classroom teaching, provide feedback to teachers and support collaborative decision making. Principals who engage with students, parents and the local community are also perceived as stronger leaders. However, trends in the use of these leadership practices are mixed. For example, student participation in school decision making grew in most education systems between 2018 and 2024, while principals’ use of school and classroom results in teachers’ formal appraisal declined over the period.
Principals are satisfied but administrative burdens need attention
In most education systems, more than 90% of principals are satisfied with their jobs overall, and satisfied principals tend to be rated by their teachers as stronger instructional leaders. Yet excessive administrative work is the most commonly cited source of stress, with 68% of principals reporting it as a major source of stress across 27 OECD education systems. The share ranges from about a quarter in Korea to nearly 90% in Portugal.
Supporting principals starts with improving their working conditions
Principals who are satisfied with their pay and other employment terms, and face fewer material resource shortages, tend to be more satisfied with their jobs. Between 2018 and 2024, satisfaction with salary rose in many education systems, most notably in Lithuania, where the share of principals reporting satisfaction with their salary rose from 33% to 87% (55 percentage points). The share of principals reporting digital resource shortages also fell, by 9 percentage points on average across 24 OECD education systems, with the steepest decline in Viet Nam (from 82% to 31%, or 51 percentage points).
Younger principals are perceived as strong leaders, but are less satisfied
The average age of principals is 53, ranging from 43 in Saudi Arabia to 59 in Korea. Principals’ age is associated with teachers’ perceptions of their leadership: teachers are more likely to view younger principals (under 40) as strong instructional and relational leaders. However, younger principals also tend to be less satisfied with their pay and other employment terms and report higher work-related stress.
Conclusion
The findings from TALIS 2024 show that teachers value principals who keep instruction at the centre of their work, support teacher development, and engage with students, families and the wider community. Although most principals are satisfied with their jobs, excessive administrative work is a common source of stress. Satisfaction with pay and other employment terms, alongside fewer resource shortages, is associated with greater job satisfaction. Younger principals merit particular attention. Teachers perceive them as strong leaders, yet they are less satisfied with their pay and employment terms and report higher work-related stress. These findings underscore the need for education systems to improve working conditions and target support where needed, enabling principals to focus on the leadership practices that are valued by teachers.
Country profiles
- A - C
- D - I
- J - M
- N - R
- S - T
- U - Z
