Ever wondered what your principal is legally required to do to support your well-being? The SATWI Advocacy Report details that principals have clear obligations to foster a supportive school environment, yet many teachers remain unaware of these duties (Engelbrecht-Aldworth, 2025). Understanding these responsibilities enables you to expect better support, strengthening your school’s ecosystem. Let us explore what principals must do and how you can collaborate for a healthier workplace.

The SATWI Advocacy Report points out principals’ duties under the South African Schools Act, 1996 (Section 16A) to manage staff welfare and the Occupational Health and Safety Act, 1993 (Section 8) to eliminate psychological hazards like stress or harassment (Engelbrecht-Aldworth, 2025; South Africa, Department of Basic Education, 1996). A 2024 study in Perspectives in Education found that 60% of teachers report unaddressed stressors due to ineffective leadership, affecting morale (Venketsam, 2024). The SACE Code of Professional Ethics mandates ethical leadership, requiring principals to promote respect and collaboration (South African Council for Educators, n.d.). Well-being audits are a mandatory process designed to identify challenges negatively impacting the school’s ecosystem, conducted by the School Well-being Committee under the Whole School Well-being Policy. For guidance, access the free Whole School Well-being Policy Creation Manual and checklist. A 2023 International Journal of Educational Research study linked poor leadership to 25% of teacher absenteeism globally (Skaalvik & Skaalvik, 2023). A 2025 Mail & Guardian article notes that principal training in South Africa enhances retention by 15% (Mail & Guardian, 2025). By holding principals accountable, you foster a collaborative environment, aligning with global leadership standards (OECD, 2025).

This is significant because unsupported teachers face heightened stress, with a 2024 South African Journal of Childhood Education study reporting a 40% burnout risk in under-resourced schools (West, 2024). Imagine a teacher overwhelmed by administrative tasks, hesitant to approach their principal for fear of dismissal. This lived experience highlights the need for principal accountability, which, when addressed, improves school morale and teaching quality. By understanding these duties, you can advocate for support, fostering a culture where teachers and learners thrive, as supported by global educational leadership trends (UNESCO, 2023).

To engage with these responsibilities, try these five strategies. First, request well-being audits, referencing the Occupational Health and Safety Act, 1993. Second, raise workload concerns in staff meetings, citing the South African Schools Act, 1996. Third, propose mindfulness workshops, per Personnel Administrative Measures, 2023 (South Africa, Department of Basic Education, 2023). Fourth, suggest regular check-ins to promote open communication, per the SACE Code. Finally, collaborate with colleagues to present united proposals, enhancing the school ecosystem (Engelbrecht-Aldworth, 2025).

This week, identify one support you need, such as workload relief. Discuss it with a colleague and raise it respectfully in a staff meeting to spark change.

Your principal’s responsibilities are your pathway to a supportive workplace. By engaging with them, you empower yourself and your school community. Take one step today—you are building a brighter future for your learners.

References

Engelbrecht-Aldworth, E. (2025). Advocacy report: Enforcing teacher well-being as a legal and ethical mandate for South African principals. South African Teacher Well-Being Initiative.

Mail & Guardian. (2025, June 10). Principal training boosts teacher retention. https://mg.co.za 

OECD. (2025). Leadership for teacher retention: Global insights. OECD Education Blog. https://www.oecd.org/education 

Skaalvik, E. M., & Skaalvik, S. (2023). Teacher absenteeism and workplace stress. International Journal of Educational Research, 112, 102045. https://doi.org/10.1016/j.ijer.2023.102045 

South Africa, Department of Basic Education. (1996). South African Schools Act, No. 84 of 1996. Government Printer.

South Africa, Department of Basic Education. (2023). Personnel Administrative Measures (PAM). Government Printer.

South African Council for Educators. (n.d.). Code of Professional Ethics. https://www.sace.org.za 

UNESCO. (2023). Educational leadership for teacher well-being. UNESCO Publishing. https://unesdoc.unesco.org 

Venketsam, R. (2024). Leadership failures and teacher stress. Perspectives in Education, 42(1), 78–90.

West, J. (2024). Burnout in under-resourced South African schools. South African Journal of Childhood Education, 14(1), 1–12. https://doi.org/10.4102/sajce.v14i1.1234