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“Savoring” the Joy: Reducing Principal Burnout and Improving Well-Being through Positive Psychology Interventions

Abstract Principals are pivotal for creating schools that meet the needs of all students. However, the exodus of principals has been on the rise especially in the last two years as the pandemic accelerated turnover rates. Principals are experiencing greater levels of workload, stress, and burnout often without the tools for maintaining mental health. While many strategies for self-care are widely discussed—consistent exercise routine, eating healthy, and adequate sleep—many are not easily adaptable for principals who often experience time constraints and inconsistent schedules. The field of positive psychology has shown that interventions focused on human strengths and enhancing positive emotions can significantly boost well-being. The most promising aspect of positive psychology interventions (PPIs) is the ease with which these strategies can be integrated into the busy demands of the principalship. This article provides evidence for PPIs as potential strategies to emotionally and mentally support principals from individual and organizational approaches. Specifically, this article describes several PPI recommendations for principals to practice and begin building upon positive experiences in their daily lives such as savoring and cultivating sacred moments. The article also provides recommendations for school districts to consider such as cognitive-behavioral, solution-focused coaching; positive principal supervisor interventions; and systematic spaces to address principals’ complaints. While these recommendations are not comprehensive, we believe they serve as a starting point for principals to move beyond surviving and toward thriving in their careers.