“That ICPA Qld lobbies the Department of Education and the Minister for Education to have full time Principals in rural and remote schools.”
Rural and remote schools face unique challenges that require strong, dedicated leadership. The dual role of Teaching Principal—where one individual manages both classroom teaching and school leadership—divides attention, reduces effectiveness, and places unsustainable pressure on staff. We propose transitioning these schools to a model with full-time Principals, dedicated solely to leadership and management responsibilities.
Some of the reasons that this would be effective:
*Enhanced Student Outcomes
- Schools with strong, focused leadership show better student achievement and wellbeing outcomes.
- Consistency in the classroom for the students and their learning. Principals are required to attend many meetings, conferences, professional development and need to liaise with visiting support specialists when visiting the school.
- A full-time Principal can devote time to developing and implementing inclusive education practices, intervention strategies, and differentiated instruction approaches.
*Improved Educational Leadership
- Full-time Principals can focus on instructional leadership—supporting teachers, monitoring student progress, and driving school improvement plans.
- Teaching Principals are often unable to consistently observe classrooms, implement data-informed teaching strategies, or attend professional development due to teaching commitments.
*Reduce Staff Burnout and Turnover
- Teaching Principals frequently report high levels of stress and burnout, leading to faster turnover.
- Full-time Principals can provide consistent support, mentoring to teachers and PTT’s (Permission To Teach), non-contact time to teachers therefore not needing a DRT to provide this time and feedback to teaching staff, improving teacher retention and morale.
*Stronger Community Engagement
- In rural communities, the school often serves as a hub for families and services.
- A full-time Principal is better positioned to build relationships with families, local agencies, and cultural leaders, strengthening the school-community connection.
*Improved Operational Management
- Rural schools still require the same administrative oversight (e.g., policy compliance, financial management, staff evaluations, emergency response planning).
- Full-time Principals can ensure smoother day-to-day operations and respond to issues more promptly, enhancing overall school functioning.
While a full-time Principal may seem more expensive, the long-term savings in recruitment, staff turnover, and improved student outcomes justify the investment.
A dedicated leadership role could make rural postings more attractive to experienced leaders, offering clear professional identity and career progression.
Investing in full-time Principals for rural and remote schools is not just about reallocating responsibilities—it’s about ensuring equity, stability, and quality education for all students, regardless of location. The Department of Education has an opportunity to lead systemic change that values and strengthens rural education leadership.
