Footer to be inserted here 4 National and international baby boomer (retirement) trends Staying-on Refocusing Social commentators (Hugh Mackay, Bernard Salt)
Footer to be inserted here 5 Existing research How to be anNothing about Instructional leader Transformational leader Authentic leader Democratic leader Cultural leader Distributive leader Curriculum leader Strategic leader Hopes Fears/anxieties Expectations/aspirations Reflection Sense of purpose Sense of identity Social/professional isolation Intellectual stimulation Values/beliefs
Topic The aspirations, expectations and reflections of late-career and recently-retired principals Title The perceptual meaning of the late-career and the transition to retirement phases for school principals.
Footer to be inserted here 7 Survey Individual Interviews Focus Groups Recommendations Phase 1 Phase 2 Phase 3
Footer to be inserted here 8 Areas of the research selected for today: 1. Staying–on 2. Refocusing 3. Difficulties (transitioning to retirement) 4. Satisfaction (in retirement)
In the questionnaires and interviews What principals are saying …
Footer to be inserted here 10 1. Staying-on Interested in staying-on Late-careerRecently-retired Stay-on as full-time principal40.1%41.1% Stay-on as part-time/job-share principal 32.6%32.1% Would not stay-on for any of the above reasons 27.3%26.8%
Footer to be inserted here 11 Reasons to stay-on Late-careerRecently-retired Intellectual challenge26.5%28.0% Social interaction23.9%25.9% Feeling too young to retire20.0%23.8% Financial return18.1%10.5% Leaving a legacy10.3%9.8%
Footer to be inserted here 12 2. Refocusing Interested in refocusing Late-careerRecently-retired I would like to work in retirement 93.6%97.3% I do not wish to work in retirement 6.4%2.7%
Footer to be inserted here 13 Recently-retired interviewed principals who had refocused in retirement (96.1%)
Footer to be inserted here 14 Reasons to Refocus Sharing legacy (knowledge/ expertise) 21.6%19.9% Intellectual challenge20.8%20.7% Social interaction19.6%19.9% Community service (too young to retire) 19.2%19.3% Financial return18.8%20.2% None of the above0.0%
Footer to be inserted here 15 3. Difficulties Perceived difficulties in retirement Late-careerRecently-retired Social (&professional) isolation 21.8% 31.2% Loss of identity, purpose and self-esteem 20.4% 20.0% Intellectual stimulation &and boredom 18.2% 10.5% Financial 16.1% 6.8% Health and aging 11.6% 5.4%
Footer to be inserted here 16 Perceived difficulties in retirement (interviews)
Footer to be inserted here 17 Social and professional isolation The principalship is a lonely job but retirement will be lonelier. Everyone seeks my opinion now but in retirement no will be interested. In retirement I seriously missed the buzz of being at the centre of the educational action. I became quite depressed.
Footer to be inserted here 18 Loss of purpose and self-esteem A principal is like a performer. Everyday it’s like being a ring-master in a circus. You are the centre of the event. In retirement that’s all gone! I’ve gone from a rooster to a feather duster; from a somebody to a nobody.
Footer to be inserted here 19 Lack of intellectual stimulation In retirement I feel my brain cells are dying. I want to wear out not rust out. I need a plan to commence some new learning. In retirement I felt significantly bored and lacked intellectual engagement. I went from 24/7 to 2/7 (that’s how long it takes to do the crossword)..
Footer to be inserted here 20 4. Portfolio retirement
Footer to be inserted here 21 The New Beginning Ending, Losing, Letting Go The Neutral Zone Psychological orientation
Footer to be inserted here 22 The five major themes 1. It’s not one-size-fits all 2. It’s about much more than financial issues 3. It CAN be wonderful but beware (..quotes) 4. It’s about “locating” your passions 5. It’s about planning, planning and planning
Footer to be inserted here 23 Initial findings 1. A significant majority of principals are interested in either stying-on or refocusing rather than retiring in the traditional model. 2. Social and professional isolation; loss of purpose/self-esteem; and lack of intellectual stimulation are the dominant fears (and realities) for retiring principals. 3. Retired principals seem to reach a high level of satisfaction but often only after a difficult first adjustment phase (which seems to be linked to planning and preparation) 4. High satisfaction levels in “retirement” appear to be linked with a “portfolio” style retirement.
Footer to be inserted here 24 LEAP (Leading Educators Around the Planet)
Footer to be inserted here 25 Warren’s (retirement) refocusing Design and project manage leadership programs for educational jurisdictions & universities Design and present “Transition to Retirement” programs for educational jurisdictions; principals’ professional associations; and coaching college Completed training as an accredited Executive Coach Completing PhD (hopefully) Spend time with “dispersed” family Travel and socialize (continuously) Play tennis regularly & golf occasionally (and poorly)
Footer to be inserted here 26 4. Satisfaction in “retirement” Perfect “portfolio” picture of retirement