How to Promote School Principals' Well‐Being? The Role of Job‐Related Perceptions and Behaviors

Background: The well-being of school principals and the factors that influence it is a research area that is gaining increas-ing attention in the literature. School principals experience high levels of work-related stress with potential negative effects for work-ability, climate, and school effectiveness. Methods: This study examined the work and health outcomes of Italian comprehensive and high school principals during the COVID-19 pandemic. This study was part of the Global Health Literacy Research Network. Two hierarchical multiple binary logistic regression models were performed with exhaustion and well-being as outcomes. Results: School principals reported high levels of exhaustion and low levels of well-being. School principals from high schools were more likely to report exhaustion. Exhaustion was positively associated with work extensification and perceived helplessness and negatively associated with work-related sense of coherence. Well-being was positively associated with work-related sense of coherence and perceived self-efficacy and negatively associated with work extensification and perceived helplessness. Implications for School Health Policy, Practice, and Equity: These findings highlighted the importance of job-related percep-tions and self-endangering behaviors for exhaustion and well-being, suggesting concrete recommendations for health-promoting interventions. Conclusions: The results provide an overview of the well-being of Italian school principals during the COVID-19 pandemic, highlighting the importance of different dimensions.