School Principals Under Pressure: Mental Load, Job Autonomy, and Retention

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Abstract

School principals face increasing job demands, leading to a rise in their mental load and a concerning rate of their intention to quit. The need for better work conditions is now more essential than ever. Few studies have examined the moderating role of job resources in this relationship. This research aims to examine three job resources: job autonomy, job recognition, participation in decision-making. Results show that only high level of job autonomy influences and amplifies the relationship between mental load and the intention to quit among principals (n=504). These findings suggest that, without adequate support, more job autonomy may increase overload, highlighting the need for policymakers to focus not only on granting job autonomy but also on reducing job demands.

Authors

• Marie-Christine Rivest, Université du Québec en Outaouais

• Louise Clément, Université Laval