[School health promotion in pandemic times. Results of the COVID-HL school principal study]. / Schulische Gesundheitsförderung in pandemischen Zeiten. Ergebnisse der COVID-HL-Schulleitungsstudie.

BACKGROUND: This study examines the extent to which schools implement activities on health promotion and prevention during the COVID-19 pandemic. Moreover, potential differences with regard to demographic variables, school type, state, and participation in state health promotion initiatives are determined. METHODS: As part of the international COVID Health Literacy Network, an online-based study was conducted from March to April 2021 with 2186 school principals from the German federal states of Baden-Württemberg, Hesse, Lower Saxony, and North Rhine-Westphalia. The implementation status of COVID-19-related school health promotion was assessed using a self-developed instrument. After examining the factorial structure of the instrument, univariate and bivariate data analyses were performed. RESULTS: Three dimensions of implementing school health promotion can be identified: (1) COVID-19-related support for pupils, (2) health promoting design of teaching, learning, and working conditions, and (3) the principles of Health Promoting Schools. A low level of implementation is observed for aspects of teaching, learning, and working conditions as well as for participation and cooperation with community stakeholders. Significant differences are observed, with female, older, and primary school principals reporting a higher implementation status, while for federal states non-homogenous differences are found. Stratified by participation in state health promotion initiatives, only schools with a certificate in health promotion show a higher level of implementation. DISCUSSION: The results indicate that the COVID-19 pandemic is a disruptive event for schools, impeding the implementation of holistic activities on health promotion and prevention. In particular, more attention should be given to the creation of health promoting working conditions, participation, and community cooperation.

The impact of digital leadership on teachers' technology integration during the COVID-19 pandemic in Kuwait.

When the education system was overwhelmed by the COVID-19 pandemic, school principals had to take on the mantle of digital literacy by ensuring that teachers and learners attained and utilized digital tools and platforms. This study aims to explore the impact of digital leadership among school principals on teachers' technology integration during the COVID-19 pandemic in Kuwait. This quantitative study used two surveys, the Principal Technology Leadership Assessment, and the Teacher Technology Integration Survey. The sample consisted of 113 school principals and 404 teachers from public elementary schools in Kuwait. The study revealed that digital leadership among school principals had a positive impact on teachers' technology integration during the COVID-19 pandemic. Discussion and implications for policymakers, school principals, and future research are introduced.

Systemic model for technology integration in teaching.

The objective of this study was to investigate the factors influencing Israeli teachers who participated in the national 'Laptop for Every Teacher' program (LET) three-year technology integration program. We assert that although there are several variables influencing the success of such an extensive ICT integration program as the LET program, school management attitude is crucial, and a key factor for the program's success. The results of the analysis indicate that the variance in attitudes toward technology use is explained by support from management, technology use before the training, and seniority in teaching. Two main conclusions are drawn: A top-down initiative forcing the school administration to participate in a long-term process aiming at changing the school's culture cannot succeed without engaging the principals into the program and advancing them to technological leaders. Additionally, without the schools' administration support, teachers are more likely to continue teaching in the method with which they are most familiar.

Identity positioning of experienced school principals when facing critical incidents.

The study focused on experienced school principals' identity positions when facing critical incidents that arise over the course of a school year with the aim of better understanding their identity positioning. Ultimately, we intended results to inform on training proposals and school principals' professional identity development. We used a dialogic framework and a longitudinal design to analyze the positioning processes that allowed four experienced school principals to solve the incidents they faced during their regular activity. Results confirm the dynamic nature of identity and suggest that the positive resolution of critical incidents involved interventions from main positions (core positions, promotor positions, and meta-positions) coalitions with prominent secondary positions, and creation of new positions. Such results indicate to what extent dialogue helped principals deal consciously and strategically with the incidents that configure their professional practice and ultimately contribute to the construction of their identities.

The key reasons for dropout in Slovenian music schools - a qualitative study.

Music education often struggles to sustain students' long-term commitment, with many perceiving lessons as frustrating or unengaging, leading to discontinuation. To address this gap, our study aimed to elucidate the primary reasons for dropout from the perspectives of various stakeholders, including students, parents, teachers, and principals. Drawing upon the self-determination theory, our research comprehensively investigated external and internal factors contributing to dropout. Among external factors, competing extracurricular commitments, music theory and solfége lessons, and teacher's approach emerge as the most prominent. Among internal factors, our findings highlighted the critical role of autonomy, competency, and relatedness in shaping students' decisions to continue or discontinue music education. Inadequate teacher-student relationships, limited peer interactions, and uninspiring classroom atmospheres significantly impacted dropout. Moreover, challenges in the music school curriculum, such as difficulties with music theory and solfège, resource limitations, and excessive workloads, emerged as prominent barriers to student engagement. By addressing these multifaceted issues, our study underscores the importance of fostering supportive environments that cater to individual needs and interests, ultimately enhancing the overall music education experience and reducing dropout rates. This research represents the first systematic empirical study in Slovenian music education, laying the groundwork for future quantitative investigations to advance education practices in Slovenia.

School principals' mental health and well-being under threat: A longitudinal analysis of workplace demands, resources, burnout, and well-being.

Schools are critical organisational settings, and school principals face extreme stress levels. However, there are few large-scale, longitudinal studies of demands and resources that drive principals' health and well-being. Using the Job Demands-Resources (JD-R) framework, we evaluated longitudinal reciprocal effects over 3 years relating to job demands, job resources (resilience), job-related outcomes (burnout and job satisfaction), and personal outcomes (happiness and physical health) for a nationally representative sample of 3683 Australian school principals. Prior demands and resources led to small changes in subsequent outcomes, beneficial effects of resources, and adverse effects of demands, particularly for job-related outcomes. Furthermore, we also found reverse-reciprocal effects, prior outcomes (burnout and job satisfaction) influencing subsequent job characteristics. However, in response to substantively and theoretically important research questions, we found no support for Yerkes-Dodson Law (nonlinear effects of demands) or Nietzsche effects and inoculation effects (that which does not kill you, makes you stronger; manageable levels of demands build resilience). Relating our study to new and evolving issues in JD-R research, we offer limitations of our research-and JD-R theory and research more generally-and directions for further research in this essentially unstudied application of JD-R to school principals' mental health and well-being.

Work-Related Stress of Polish School Principals during the COVID-19 Pandemic as a Risk Factor for Burnout.

BACKGROUND: The ongoing COVID-19 pandemic has influenced educational systems worldwide. School principals coped with numerous significant challenges regarding school management during the epidemiological crisis that could generate a lot of work-related stress. Thus, the presented study examines Polish school principals' perceived stress and its association with exhaustion and psychosomatic complaints as burnout risk indicators. Principals' gender and age as sociodemographic control variables were also considered in this paper. METHODS: A cross-sectional online study was conducted in eight provinces of Poland from June to December 2021. The study was part of a global COVID-HL school principal survey under the global COVID-Health Literacy Research Network. Two subscales of the Perceived Stress Scale (PSS-10) (perceived helplessness [PH] and perceived self-efficacy [PSE]) were considered independent variables in relation to school principals' mental and physical exhaustion and psychosomatic complaints. Regression models consisting of two equations were used to test the relationship between variables. The first equation consists of the control variables (age, gender), and in the second equation, the independent variables (PH and PSE) were included in addition to the control variables. RESULTS: Almost 50% of school principals experienced a lack of control that caused anger and stress. Mental and physical exhaustion during the pandemic was often or always felt by 30% of respondents. Nearly half of Polish school principals experienced psychosomatic complaints in the form of muscle pain and headaches. PH, to a greater extent than PSE, was associated with mental and physical exhaustion and psychosomatic complaints. With age, the level of psychosomatic complaints and mental and physical exhaustion decreases, but it was higher among women. Regression analysis revealed significant associations between exhaustion and mental health outcomes, even after controlling for demographic variables Conclusion: This study showed that almost half of Polish school principals indicated a high frequency of perceived stress during the pandemic. PH was more substantially associated with mental and physical exhaustion in younger female principals than PSE. Younger female school principals reported more exhaustion and psychosomatic complaints. This finding should be the baseline information for policymakers to improve the wellbeing of Polish school principals and prevent the risk of burnout.

The Effects of Cognitive Fusion on Depression in Primary School Principals During the COVID-19 Pandemic: The Mediating Role of Psychological Vulnerability and the Moderating Role of Self-Esteem.

Purpose: The COVID-19 pandemic had triggered a serious crisis that had brought stress and challenges to primary school principals, as well as having a dramatic impact on their mental health. This study explored the relationship between cognitive fusion and depression among primary school principals during COVID-19, as well as the mediating role of psychological vulnerability and the moderation role of self-esteem in this process. Patients and Methods: Cognitive Fusion Questionnaire (CFQ), Center for Epidemiological Studies Depression Scale (CES-D), psychological vulnerability scale, and self-esteem scale were used to measure 279 rural primary school principals. The data were analyzed by adopting Pearson's correlations and moderated mediation analysis. Results: The results revealed that: (1) There were significant relationships among cognitive fusion, depression, psychological vulnerability and self-esteem. (2) The results showed that psychological vulnerability mediated the link between cognitive fusion and depression. (3) Self-esteem moderated the associations between cognitive fusion and depression, and also moderated the associations between cognitive fusion and psychological vulnerability. The relationship between cognitive fusion and depression was weaker for primary school principals with high levels of self-esteem. In contrast, the relationship between cognitive fusion and psychological vulnerability was stronger for primary school principals with low levels of self-esteem. Conclusion: Psychological vulnerability played a mediating role in the relationship between cognitive fusion and depression. Moreover, self-esteem moderated the effect of cognitive fusion on depression, and also the effect of cognitive fusion on psychological vulnerability.

The importance of school leaders in school health promotion. A European call for systematic integration of health in professional development.

School leaders such as principals are key not only for educational and school quality but also for initiating and sustainably anchoring any innovation in schools. Although there is widespread agreement about the importance of holistic approaches to school health promotion, the role of principals has received increased, but not yet systematic, attention. In this context, it is unclear which leadership competencies are needed and to what extent they are taught. Hence, this paper aims to reflect whether and to what extend health promotion plays a role in preservice and inservice training of principals in Europe. Based on the results we call for a more systematic analysis of existing teaching opportunities and teaching needs for health-promoting leadership, the development of a European competence framework for health-promoting leadership, the development and implementation of a European system that monitors and evaluates the effectiveness of those preservice and inservice training programs, and the development of case-studies to stimulate a mutual learning process.

Dematerialized participation challenges: Methods and practices for online focus groups.

This study explores the limitations and benefits of different approaches to conducting online focus groups and illustrates an online focus group protocol used within the Value for Schools project in Italy. According to the project evaluation design, 13 online focus groups were organized, with the participation of 101 teachers and 37 school principals. The protocol setup, incorporation, and reorganization of the indications have been discussed in the literature, addressing the methodological and practical issues, such as the selection of participants and preliminary communication with them; the web conference platform (Zoom Business); timing, as well as access times and mode; the roles of the researchers involved (moderator, co-host technical assistant, co-host-observer, co-host-animator) and their integration spaces; technological support; and animation tools. The recording and transcription tools and subsequent analysis of the textual corpus are presented. Finally, the authors discuss the validation and reliability of online focus group protocols.

A Preliminary Study Comparing Pre-service and In-service School Principals' Self-Perception of Distributed Leadership Competencies in Relation to Teaching and Managerial Experience.

So far little are the studies that have focussed on exploring school principals' self-conception of their distributed leadership competencies in relation to their managerial and teaching experience. To do so, an exploratory research was carried out with a sample of 163 pre-service and in-service school principals studying a Master's programme in School Management, Innovation and Leadership at a Spanish University. Data were obtained by using an Ad hoc questionnaire of 7 units of competence and 5 proficiency levels for each unit, based on an existing rubric to analyse students' self-conception of their development of leadership competencies. The findings of this preliminary study show statistically significant differences in the self-perception in all dimensions associated to Managerial Experience (ME) and Teaching Experience (TE) in schools. Study participants with ME showed statistically higher levels than those who had non-ME in four of seven dimensions: lead the school organisation, address the needs of the students, manage the organisation of the school organisation, and manage administrative work. Similar results were obtained in relation to TE versus non-TE were statistically significant differences are found in six dimensions: manage pedagogical and didactic resources, attend to the needs of students, manage didactic strategies, manage the organisation of the school organisation, manage the link between the school organisation and the community, and lead the school organisation. This study shows the importance of teaching and professional experience to acquire leadership competencies in education, therefore the school principal should also be a teacher. This preliminary study provides insights into the relevance of providing pre-service or in-service school principals with training and professional development programmes on sustainability distributed leadership that enable them to genuinely engage the school community, develop innovative pedagogies and lead the process of change toward building more sustainable schools.

School principals' social support and teachers' basic need satisfaction: The mediating role of job demands and job resources.

Many teachers report high levels of occupational stress. Teachers' basic need satisfaction is essential for teachers' well-being at work. Social support from school principals is assumed to play an important role for teachers' basic need satisfaction. However, the underlying mechanisms of the relationship between social support from school principals and teachers' basic need satisfaction are mostly unknown. Previous research suggests that job demands and job resources may play an important mediating role. Therefore, we examine whether teachers' perceived job demands and job resources serve as mediators between social support from the school principal and teachers' basic need satisfaction. Using longitudinal data of N = 1071 teachers over the course of one school year, we applied structural equation modelling to test the hypothesised mediation model. Results showed that the relationship between social support from the school principal and teachers' basic need satisfaction was mediated by teachers' perceived job demands and job resources. Particularly, the job demand 'unclear organisational conditions' and job resource 'social support from colleagues' indicated the strongest effects on teachers' basic need satisfaction. These findings emphasise the responsibility of school principals to provide social support to their teachers and create a well-structured and supportive workplace. In doing so, school principals contribute to a work environment in which teachers can thrive.

A Cross-Sectional Study of the Perceived Stress, Well-Being and Their Relations with Work-Related Behaviours among Hong Kong School Leaders during the COVID-19 Pandemic.

The health and well-being of school leaders during the COVID-19 pandemic have been largely neglected compared to the health and well-being of students and teachers. This study assessed the magnitude of perceived stress and well-being and the associated factors, including number of working hours, work-related sense of coherence (work-SoC), perceived stress, self-endangering work behaviour, secondary burnout symptoms, and satisfaction with work, among school leaders in Hong Kong, China during the COVID-19 pandemic. This cross-sectional, survey-based study collected demographic data and mental health measurements from 259 eligible school leaders in Hong Kong from April 2021 to February 2022. Pearson's correlation analyses, multilinear regression models, and independent-samples Student's t-tests were performed. The findings revealed that school leaders' perceived stress was negatively correlated with their well-being (r = -0.544, p < 0.01) and work-related SoC (r = -0.327, p < 0.01) but positively correlated with their extensification of work (r = 0.473, p < 0.01), exhaustion related to work situations (r = 0.559, p < 0.01), and psychosomatic complaints (r = 0.439, p < 0.01). In a model that adjusted for gender and age, student leaders with higher subjective well-being scores had a lower level of perceived stress (B = -0.031; 95% confidence interval [CI], -0.59, -0.02; p = 0.034), whereas leaders in schools with a larger student population had a higher level of perceived stress (B = 0.002; 95% CI, 0.000, 0.003; p = 0.030). School leaders with a higher likelihood of performing the self-endangering work behaviour of 'intensification of work' had higher perceived stress levels (B = 1.497; 95% CI, 0.717, 2.278; p < 0.001). School leaders with a higher work-related SoC (B = 4.20; 95% CI, 1.290, 7.106; p = 0.005) had a higher level of well-being. School leaders with higher levels of perceived stress (B = -0.734; 95% CI, -1.423, -0.044; p = 0.037), a higher likelihood of performing the self-endangering work behaviour of 'extensification of work' (B = -4.846; 95% CI, -8.543, -1.149; p = 0.010), and a higher score for exhaustion related to work (B = -10.449; 95% CI, -13.864, -7.033; p = 0.000) showed lower levels of well-being. The finding of a high incidence of stress among school leadership justifies the need for more societal attention to the well-being of school leaders in Hong Kong. It is important that policies and initiatives are designed to enhance the well-being of school leaders and that they are supported in leading the management of schools and coping with stress in school settings.

Stress, Coping and Considerations of Leaving the Profession-A Cross-Sectional Online Survey of Teachers and School Principals after Two Years of the Pandemic.

Teaching is amongst the six professions with the highest stress levels and lowest job satisfaction, leading to a high turnover rate and teacher shortages. During the pandemic, teachers and school principals were confronted with new regulations and teaching methods. This study aims to examine post-pandemic stress levels, as well as resilience factors to proactively cope with stress and thoughts of leaving the profession among teachers and school principals. We used a cross-sectional online survey. The validated instruments Perceived Stress Scale (PSS-10) and Proactive Coping Subscale (PCI) were used. We included 471 teachers and 113 school principals in the analysis. Overall, respondents had a moderate stress level. During the pandemic, every fourth teacher (27.2%) and every third principal (32.7%) had serious thoughts of leaving the profession. More perceived helplessness (OR = 1.2, p < 0.001), less self-efficacy (OR = 0.8, p = 0.002), and poorer coping skills (OR = 0.96, p = 0.044) were associated with a higher likelihood of thoughts of leaving the profession for teachers, whereas for school principals, only higher perceived helplessness (OR = 1.2, p = 0.008) contributed significantly. To prevent further teacher attrition, teachers and school principals need support to decrease stress and increase their ability to cope.

COVID-19-related fear, stress and depression in school principals: impacts of symptoms like COVID-19, information confusion, health-related activity limitations, working hours, sense of coherence and health literacy.

BACKGROUND: School principals have been reported to have a higher prevalence of burnout and psychological problems than their colleagues. During the pandemic, extra workload and pressure from unprecedented situations potentially cause fear, stress and depression. Therefore, we aimed to explore associated factors of stress, fear of COVID-19 (F-CoV-19S) and depressive symptoms among school principals. METHODS: A cross-sectional online survey was conducted in Taiwan from 23 June to 16 July 2021. Data of 413 school principals were collected, including socio-demographic factors, COVID-19-related factors, work-related information, health status, sense of coherence (SoC), health literacy (HL), F-CoV-19S, stress and depression. Multiple linear and logistic regression models were utilized to explore associations. RESULTS: School principals with symptoms like COVID-19 (S-COVID-19-S), or with health-related activity limitations had a higher score of stress (B = 0.92; p = .039) (B = 1.52; p < .001) and a higher depression likelihood (OR = 3.38; p < .001) (OR = 3.06; p < .001), whereas those with a better SoC had a lower stress score (B = -1.39; p < .001) and a lower depression likelihood (OR = 0.76; p = .020). School principals confusing about COVID-19-related information had a higher score of stress (B = 2.47; p < .001) and fear (B = 3.77; p < .001). The longer working time was associated with a higher fear score (B = 1.69; p = .006). Additionally, school principals with a higher HL score had a lower stress score (B = -1.76; p < .001), a lower fear score (B = -1.85; p < .001) and a lower depression likelihood (OR = 0.53; p = .043). CONCLUSIONS: Health-related activity limitations, S-COVID-19-S, COVID-19-related information confusion and longer working hours were positively associated with at least one mental health problem (e.g. stress, fear and depression), whereas better SoC and HL showed the benefits to mitigate fear, stress and depressive symptoms in school principals. Our study provides evidence for appropriate strategies to improve principals' mental health during the pandemic.Key messages:School principals with health-related activity limitations or with symptoms like COVID-19 were more likely to be stressed and depressed.Higher levels of stress and fear were observed in school principals who confused about COVID-19-related information, and who had longer working time than before the pandemic.Better sense of coherence and higher health literacy could potentially mitigate the fear, stress and depressive symptoms in school principals.

COVID-19-Related Health Literacy of School Leaders in Hong Kong: A Cross-Sectional Study.

To date, we know little about COVID-19-related health literacy among school leaders, particularly in East Asia. The present study aimed to assess the level of COVID-19-related health literacy and associated factors (vaccine hesitancy, self-endangering behaviour, and work satisfaction) among school leaders in Hong Kong. A cross-sectional study of 259 school leaders was carried out during the COVID-19 pandemic between April 2021 and February 2022. COVID-19-related health literacy using HLS-COVID-Q22, three subscales of self-endangering work behaviour scales (i.e., "extensification of work", "intensification of work" and "quality reduction"), and two dimensions of Burnout Assessment Tool (BAT) (i.e., psychosomatic complaints and exhaustion) were used. The study employed independent sample t-test, ANOVA, and multilinear regression models. The findings show that more than half (53.7%) of school leaders had insufficient health literacy. Participants with insufficient health literacy scored significantly higher in the following factors: exhaustion related to work situation (p = 0.029), psychosomatic complaints (p < 0.001), attitude about vaccination (i.e., less agree with vaccination) (p < 0.001), level of informing on COVID-19 related information (i.e., felt less informed) (p < 0.001), and level of confusion about COVID-19-related information (i.e., felt more confused) (p < 0.001). In a linear regression model predicting attitude about coronavirus vaccination, age (ß, -0.188, 95% CI, -0.024, -0.005, p = 0.002) and health literacy (ß, -0.395, 95% CI, -0.716, -0.361, p < 0.001) were the negative predictors, F(5, 214) = 11.859, p < 0.001. For the linear regression model adjusted for sex and age for predicting health literacy, the model was insignificant. Despite being a highly educated group, this study reveals that one in two Hong Kong school leaders have insufficient health literacy. Inadequate health literacy was strongly associated with a negative attitude about vaccination, low information, and confusion about COVID-19-related information. Additionally, insufficient health literacy was associated with the two secondary symptoms of burnouts. The study highlights an urgent need to develop intervention programmes to promote the COVID-19-specific as well as overall health literacy of the school leaders.

Barriers and enablers to the implementation of school-based obesity prevention strategies in Jeddah, KSA.

INTRODUCTION: Despite schools' recognised role in mitigating childhood overweight, many schools fail to implement physical activity or nutrition strategies. The current study explored the enablers and barriers to implementing obesity prevention strategies in Jeddah, KSA. METHODS: This research is based on 14 semi-structured interviews with intermediate school principals and sports teachers to gain insight into their perception of barriers and enablers to implementing obesity prevention strategies. Themes were deductively generated from the data. RESULTS: Participants estimated the prevalence of overweight and obesity among their students to be between 3 and 15% with an increasing trend, particularly among female students. Participants identified five categories of barriers to implementation of obesity prevention intervention: curriculum; schools strategies promoting healthy weight; lack of resources; student's lifstyle; and a lack of teachers in nutrition and sports. School regulations, staff and sufficient resources were the most frequently reported enablers. Participants also identified food services, awareness, and partnerships as barriers and enablers. CONCLUSION: There is a need for better infrastructure and financial support for schools and professional development opportunities for teachers from the Saudi Ministry of Education. The Ministry also needs to support the development of multilevel health promotion strategies at school and home and reach out to the broader community.

Dataset on factors affecting social media use among school principals for educational leaderships.

This dataset was presented to explore the relationships between predictors of an extended theory of acceptance model regarding social media use for educational leadership. Variables, namely subjective norms, supporting conditions, attitudes, perceived ease of use, perceived usefulness, and use of social media, were involved. A survey approach was the approach for the data collection (n. 257). The instrument for the survey was adapted from prior studies, validated through the face and content validity. The examination of loading values, reliability, convergent validity, and discriminant validity was conducted for the measurement model. The dataset of the current study benefits educational stakeholders to issue policy regarding technology use like social media in education, school principals to explore social media use for educational leadership, and future academicians to use the valid and reliable items of the instrument.

The Mediating Role of Emotional Intelligence in the Relationship Between School Principals' Sustainable Leadership Behaviors and Diversity Management Skills.

The purpose of this research is to examine the mediating role of emotional intelligence in the relationship between school principals' sustainable leadership behaviors and their diversity management skills. For this purpose, this research, which was designed in the relational survey model, was carried out on teachers. The data of the study were collected using the "Sustainable Leadership Scale," "Diversity Management Scale," and "Emotional Intelligence Scale." Descriptive statistics, Pearson product-moment correlation coefficient, t-test, one-way ANOVA analyses and structural equation model were used in the analysis of the data. As a result of the research, it was found that the school principals' sustainable leadership behavior levels, their ability to manage differences and their emotional intelligence levels were high according to teacher perceptions. According to the correlation analysis, it was found that there is a positive and significant relationship between sustainable leadership, diversity management, and emotional intelligence. In addition, path analyses to examine the mediator variable effect revealed that emotional intelligence has a full mediating role in the relationship between school principals' sustainable leadership behaviors and their diversity management skills. In addition to the research, it was also examined whether teachers perceptions of school principals on sustainable leadership behaviors, diversity management skills, and emotional intelligence levels differ significantly according to teachers' gender, professional seniority, educational status and the level of education they work in. In addition to this, they have shown that they need to use their emotional intelligence effectively.

Teachers' perceived time pressure, emotional exhaustion and the role of social support from the school principal.

Many teachers experience high levels of work-related strain due to time pressure, which over time can lead to various health problems, such as emotional exhaustion. However, there is growing evidence that this could be a reciprocal effect. Moreover, it is known that perceived social support can buffer the negative effects of stress, such as time pressure, on health outcomes. Less is known about buffering effects of received social support. Based on longitudinal data of n = 1071 Swiss primary and secondary school teachers over the course of one school year, the present study examined the reciprocal relationship between teachers' perceived time pressure and emotional exhaustion and whether received social support from the school principal buffers this relationship. Results of a random intercept cross-lagged panel model show a strong relationship between teachers' perceived time pressure and emotional exhaustion at the between-person level, but no effects at the within-person level. Further, received social support was directly related to less perceived time pressure and less emotional exhaustion. The results showed neither evidence for reciprocal effects between perceived time pressure and emotional exhaustion nor for a buffering effect of received social support from the school principal. Concluding, present findings indicate that the receipt of social support from the school principal is a central job resource that beneficially relates to teachers' experience of time pressure and emotional exhaustion.