“3 Ways to Sustain Joy in School Leadership” by Rachel Edoho-Eket, along with an illustration idea.

Summary for Educators

Source: Edoho-Eket, Rachel. 3 Ways to Sustain Joy in School Leadership. Edutopia, September 4, 2025. https://www.edutopia.org/article/sustaining-joy-school-leader/ Edutopia

Context & Challenge

Rachel Edoho-Eket opens with a vivid recounting of her early days as a principal during the pandemic: always “on,” overwhelmed by messages, meetings, and expectations. Over time, the constant pressure of work began to blur personal boundaries, reduce rest, and erode the joy that first drew her into educational leadership. 

She notes that she is not alone: many school leaders face burnout, fatigue, and the risk of losing what makes leadership meaningful—connection, impact, and purpose. The article offers three concrete practices that can help leaders sustain joy amid the demands of the job. 

Three Key Practices to Sustain Joy

1. Set Boundaries That Protect Your Energy

   • Leaders often internalize the idea that to be “good” means always being available. Edoho-Eket challenges this, pointing out that perpetual availability undermines presence, mental health, and decision-making.

   • She suggests using gentle but firm language to carve out times when one is not available: e.g., declining requests outside school hours with clear expectations. 

   • As an example, Edoho-Eket describes instituting a policy at her school: no emails after school hours, evenings reserved for family, modeling this behavior so that teachers and staff feel permission to do the same. This boundary was initially met with silence, but relief and positive reaction followed quickly. 

2. Create Joyful Moments During the Day

   • Joy does not always require large events or breaks; small, present moments are powerful. Walking through classrooms, sharing a laugh with a staff member in a hallway, being part of a student’s project or activity, even informally, can reset mood, build trust, and reinforce the school’s relational culture. 

   • One concrete example: Edoho-Eket joined a student group (cheerleading club) at recess—even though she had never been a cheerleader—just to be part of something joyful. The act became meaningful both for her and for the students. 

   • These practices matter not only for the leader’s heart, but for modelling authenticity, presence, and a culture that values people over endless tasks. 

3. Prioritize People You Love Without Guilt

   • Leaders often place work first, and personal life becomes something to squeeze into leftover time. Edoho-Eket argues that this mindset is unsustainable and unjust: family and loved ones are not extras—they are essential to well-being. 

   • She recommends concrete shifts: blocking evenings for family, refusing to respond to nonurgent work communications after certain hours, and declining extra duties that infringe on rest and relationships.

   • A crucial insight: saying “no” is not selfish—it models self-care, establishes norms, and signals to staff that balance is possible and valued. People often follow what leaders model. 

Implications & Applications for Educators

• Modeling behavior matters: When a leader sets boundaries, it changes the school’s culture. It lets teachers see that rest, family, and personal well-being are legitimate and supported.

• Intentional schedule design: Incorporate short joyful breaks or informal moments throughout the day. Give space in the calendar for relational time—walking through classrooms, checking in without an agenda.

• Policy adjustments: Consider establishing norms or policies around communication outside work hours, staff expectations for after-school or weekend work, and ensuring these are clearly communicated.

• Supportive networks: Build relationships with other leaders, mentors, or colleagues who understand the specific stresses of school leadership. Sharing and mutual encouragement help sustain morale.

• Reflection & adaptation: Regularly ask: Which practices bring me joy? What drains me? Where am I sacrificing my well-being for perceived obligations? Leaders who reflect and adjust tend to sustain longer in the role.

Why This Matters

Sustained joy in leadership isn’t a luxury—it’s critical for longevity, effectiveness, and integrity in schooling. When leaders are burned out, disconnected, or exhausted, decision-making suffers; relationships dry up; culture weakens. Conversely, leaders who protect their energy, nurture human connection, and sustain personal life tend to lead schools where trust, innovation, and resilience flourish.

Original Article

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Prepared with the assistance of AI software

OpenAI. (2025). ChatGPT (4) [Large language model]. https://chat.openai.com