Partner Impact Story:
Seventh-day Adventist Education

The intent of the survey was to identify and understand the emerging priorities and professional development needs of SDA school leaders. The foundation collaborated with the SDA North American Division Office of Education and Project Evident to develop the survey, which built upon insights and interviews conducted with focus groups throughout the year and across the system.

Key findings from over 450 survey responses illuminated critical aspects of administratorsʼ experiences that can inform and guide the broader SDA education community in the development and retention needs of leaders throughout the system.

• Work-life Quality² — While in-school and out-of-school administrators rated the areas of “values, community, control, reward, and fairness” more favorably than non-Adventist respondents from similar sectors, workload was rated as significantly less favorable by SDA respondents.
  
  
• Principal Recruitment and Retention — Notably, in-school administrators reported significantly higher workloads, fewer reward systems/practices, less access to supportive communities, and less control over their work and resources compared to their out-of-school counterparts. This indicated a potential vulnerability to burnout among in-school administrators based on their working conditions. 215 in-school administrators indicated they plan to leave their role in the next four to five years, with 47% planning to stay within the SDA system (serving in either in a new location or a different role) and 53% indicating plans to move outside the SDA system or retire. Approximately 35% of Principals and 46% of Teaching Principals expect to leave their current roles within three years with 52% being between the ages of 25-39.
  
  

• Key Professional Development Needs of In-school Administrators — Survey responses from principals and teaching principals identified that 45% had received no training in the areas of change management, fundraising/development, finance/budgeting, strategic planning, or talent management. Additionally, enrollment and marketing were identified as priority needs for professional development.
  
  
• Critical Leadership Competencies — Building networks, cultivating a strategic mindset, and developing a global perspective were identified as critical for success and among the top areas for growth and training among both in-school and out-of-school leaders. In-school administrators expressed a desire for more opportunities to meet and collaborate with other principals and schools, which could provide avenues for growth and fulfillment.
  
  

• Diversity, Equity, and Inclusion — The survey also highlighted a strong awareness of the importance of equitable practices in education. Leaders indicated a need to engage in deeper exploration and capacity building to more effectively respond to needs of diverse student populations and incorporate culturally responsive practices.
  
  

• Other Key Priorities — Teacher recruitment and retention and the prioritization of mental health and well-being were identified as crucial focal points for the SDA education system.

The Bainum Family Foundation will use this data to drive strategic investments, foster community-wide understanding, and contribute to the advancement of leadership development within the SDA education community.

A report with full findings from the survey will be published in early 2024.

1 The survey differentiated between “in-school administrators” (teaching principals and school administrators) and “out-of-school administrators” (Conference and Union superintendents).

2 The survey incorporated the Areas of Worklife Survey, a cross-sector survey developed by Mind Garden to assess employeesʼ perceptions of six workplace qualities that contribute to on-the-job engagement or burnout.