The leadership of principals is important for school, teacher and student related outcomes. To be capable of doing their work (i.e., having sufficient workability), school principals need proper organisational preconditions, motivation, and good health. It is therefore concerning that some studies suggest that principals have a work situation that risks taxing their health and reducing their workability. However, few studies have examined the psychosocial working conditions of principals and no study has gauged principals’ workability. Accordingly, we decided to examine Swedish principals’ workability and their perceptions of eight demanding and five supportive managerial circumstances as well as the associations between managerial circumstances and reports of excellent workability. The participants comprised 2219 Swedish principals (78% women) who completed a cross-sectional web survey in 2018. A brief version of the Gothenburg Manager Stress Inventory (GMSI-Mini) gauged managerial circumstances. Workability was assessed with the workability score (0–10; WAS). Unadjusted and adjusted logistic regression analyses were used to examine associations between managerial circumstances and reports of excellent workability (WAS ≥ 9). Covariates were: length of work experience as a principal, school level, self-rated health, and general self-efficacy. The results showed that circa 30% of the principals reported excellent workability. The GMSI-Mini results showed that role conflicts, resource deficits, and having to harbour co-workers’ frustrations were the most frequently encountered managerial demands. Meanwhile, cooperating co-workers, supportive manager colleagues, and a supportive private life were the most supportive managerial circumstances. Adjusted logistic regression analyses showed that role conflicts and role demands were associated with an increased likelihood of reporting less than excellent workability. In contrast, supportive managerial colleagues, a supportive private life and supportive organisational structures were associated with an increased likelihood of reporting excellent workability. Circa 30% of the participating principals perceived their workability to be excellent. Reducing role demands, clarifying the principals’ areas of responsibility and accountability in relation to other actors in the governing chain (role conflicts), striving for increased role clarity, and striving to find ways to separate work and private life, seem to be promising intervention areas if increasing principals’ workability is desired.

中文翻译：

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支持性和苛刻的管理环境以及具有出色可操作性的协会：对瑞典学校校长的横断面研究

校长的领导对学校、教师和学生的相关成果很重要。为了能够完成他们的工作（即具有足够的工作能力），学校校长需要适当的组织前提、动力和身体健康。因此，令人担忧的是，一些研究表明校长的工作环境可能会损害他们的健康并降低他们的工作能力。然而，很少有研究考察校长的心理社会工作条件，也没有研究衡量校长的工作能力。因此，我们决定检查瑞典校长的工作能力和他们对八种要求和五种支持性管理环境的看法，以及管理环境与出色工作能力报告之间的关联。参与者包括 2219 名瑞典校长（78% 为女性），他们在 2018 年完成了一项横断面网络调查。哥德堡经理压力量表 (GMSI-Mini) 的简要版本衡量了管理情况。可加工性通过可加工性评分 (0-10; WAS) 进行评估。未调整和调整的逻辑回归分析用于检查管理环境与出色的可操作性报告（WAS ≥ 9）之间的关联。协变量是：作为校长的工作经验长度、学校水平、自评健康和一般自我效能。结果表明，大约 30% 的校长报告了出色的可操作性。GMSI-Mini 结果表明，角色冲突、资源短缺和不得不忍受同事的挫折是最常遇到的管理要求。同时，合作的同事、支持经理的同事和支持的私人生活是最支持的管理环境。调整后的逻辑回归分析表明，角色冲突和角色需求与报告不太出色的可操作性的可能性增加有关。相比之下，支持性的管理同事、支持性的私人生活和支持性的组织结构与报告出色工作能力的可能性增加有关。大约 30% 的参与校长认为他们的可操作性非常好。减少角色要求，明确负责人相对于治理链中其他参与者的责任和问责范围（角色冲突），努力提高角色清晰度，并努力寻找将工作和私人生活分开的方法，