MEPRI Survey Study of Maine School Administrators - June 2022 report

Oct 15, 2026

Uploaded by James

MEPRI conducted a fall 2021 commissioned study to update the Maine Principal Survey and provide a current picture of school leadership in Maine. The report examines principals’ perceptions of their work efforts and effectiveness as educational leaders, including instructional leadership, supports needed for successful management, and stressors affecting the principal role and attrition. It also analyzes administrator demographics against national trends and investigates workload expectations, job satisfaction, training, professional development availability, and related challenges for policy and practice.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages60

Reading Time2 h 31 min

AccessFree to download

Overview of the Study

Introduction

Background

Methodology

Findings

Part I. Demographics and Background Experience

Part II. Workload Expectations and Job Satisfaction

Part III. Training, Support Structures, and Availability of Professional Development

Part IV. Professional Impact as a School Administrator

Part V. Challenges Faced by a School Administrator

Conclusion

Implications for Policy and Practice

Bibliography

Author Information

Appendix A

University of Southern Maine USM Digital Commons | School Improvement | Center for Education Policy, Applied Research and Evaluation (CEPARE) | | --- | --- | | 2022
MEPRI Survey Study of Maine School Administrators Ian M. Mette
Janet Fairman
Follow this and additional works at: [https://digitalcommons.usm.maine.edu/cepare_improvement](https://digitalcommons.usm.maine.edu/cepare_improvement) | | Recommended Citation Mette, Ian M. and Fairman, Janet, "MEPRI Survey Study of Maine School Administrators" (2022) . School Improvement. 21. [https://digitalcommons.usm.maine.edu/cepare_improvement/21](https://digitalcommons.usm.maine.edu/cepare_improvement/21) This Study is brought to you for free and open access by the Center for Education Policy, Applied Research and Evaluation (CEPARE) at USM Digital Commons. It has been accepted for inclusion in School Improvement by an authorized administrator of USM Digital Commons. For more information, please contact [jessica.c.hovey@maine.edu](jessica.c.hovey@maine.edu). MEPRI Survey Study of Maine School Administrators Prepared by: Ian M. Mette Janet C. Fairman June 2022 Maine Education Policy Research Institute University of Maine Orono, Maine Published by the Maine Education Policy Research Institute in the College of Education and Human Development, University of Maine. This study was jointly funded by the Maine State Legislature, and the University of Maine System. MEPRI was established to conduct nonpartisan studies on Maine education policy and the Maine public education system for the Maine Legislature. Statements and opinions by the authors do not necessarily reflect a position or policy of the Maine Education Policy Research Institute, nor any ofits members, and no official endorsement by them should be inferred. The University of Maine System is an EEO/AA employer, and does not discriminate on the grounds of race, color, religion, sex, sexual orientation, transgender status, gender expression, national origin, citizenship status, age, disability, genetic information or veteran's status in employment, education, and all other programs and activities. The following person has been designated to handle inquiries regarding non-discrimination policies: Director of Equal Opportunity, 101 North Stevens Hall, University of Maine, Orono, ME 04469-5754, phone 207- 581-1226, TTY 711 (Maine Relay System) . Copyright © 2022 College of Education and Human Development University of Maine, 5766 Shibles Hall, Orono, Maine 04469-5766 (207) 581-2475 A Member of the University of Maine System Table of Contents Overview of the Study ................................................................................................................................. i Introduction................................................................................................................................................. 1 Background ................................................................................................................................................. 2 Methodology ................................................................................................................................................ 3 Findings........................................................................................................................................................ 6 Part I. Demographics and Background Experience ............................................................................ 7 Part II. Workload Expectations and Job Satisfaction ....................................................................... 12 Part III. Training, Support Structures, and Availability of Professional Development ................ 18 Part IV. Professional Impact as a School Administrator .................................................................. 22 Part V. Challenges Faced by a School Administrator .................

FAQs

How does the study relate administrator experiences to broader outcomes?

The report frames principals’ instructional leadership, management supports, and role-related stressors as factors that contribute to school health and success, including concerns tied to attrition of the principal position.

Oct 15, 2026

Uploaded by James