Appendix A. Submissions and comments
Download a PDF copy of Appendix A. Submissions and comments.
4. Monitoring, evaluation and reporting
Conclusion
The department does not consistently or coherently monitor, evaluate or report on outcomes. It does not, therefore, know whether government school principals’ health and wellbeing is changing over time or whether its initiatives are achieving their intended outcomes.
The department collects and assesses output data, such as service use and principal experiences. It commissioned 3 interim evaluations of its PHWB Strategy and EWOP reforms. These draw on output data to make findings and conclusions.
3. Workload, health and wellbeing
Conclusion
Instructional leadership is a form of school leadership that places teaching and learning at the forefront of school decision making. It has an intentional focus and demonstrated impact on continuous improvement in quality teaching and learning.
2. Principal health and wellbeing outcomes
Conclusion
Principal health and wellbeing outcomes have not improved since the department started implementing its initiatives in 2018.
Victorian government school principals report similar outcomes to principals from Victorian non-government schools. Both report better health and wellbeing than government school principals in other states and territories.
1. Audit context
School principals are key to creating teaching and learning environments that enable positive student outcomes. Their health and wellbeing is critical to ensuring that they can perform their roles effectively.
Principals experience worse health and wellbeing outcomes than the general population, including higher stress, burnout and sleeping troubles. They also experience a higher incidence of mental injury than other school staff.
What we found and recommend
We consulted with the Department of Education (the department) and considered its views when reaching our conclusions. The department’s full response is in Appendix A.
Background: Principals’ health and wellbeing outcomes
The term ‘principals’ used throughout the report refers to Victorian government school principal-class employees (principals, assistant principals and liaison principals) unless otherwise stated.
Appendix C: Audit scope and method
Download a PDF copy of Appendix C: Audit scope and method.
Appendix B: Abbreviations and glossary
Download a PDF copy of Appendix B: Abbreviations and glossary.
Appendix A: Submissions and comments
Download a PDF copy of Appendix A: Submissions and comments.
3. Monitoring and oversight by the department
The department’s monitoring and oversight of DI is timely, and it is identifying and addressing issues in order to improve DI rollout.
However, the department can do more to ensure its regions and areas adopt the most efficient and effective implementation practices. It also needs to closely monitor the regional rollout so it can address any barriers or delays to implementation.