ULEAD presents principal job satisfaction and librarian practice reports; researchers identify strategies to reduce burnout and support literacy

ULEAD (Utah Leading through Effective, Actionable, and Dynamic education) presented two recently published research reports to the Utah State Board of Education, focusing on principal job satisfaction and the instructional role of certified teacher librarians.

Megan Everett, ULEAD director, summarized findings from a survey and follow‑up interviews with Utah principals. The study found that principals report higher than average job satisfaction compared with a norm group, and it identified six workplace areas that most affect satisfaction: workload, control (autonomy), reward (recognition), community, fairness and values. The research highlights practices that correlate with lower burnout, including clarifying staff roles to allow delegation, prioritizing time for principals to be in classrooms, providing supervisor support, reducing paperwork and strengthening positive relationships at school.

The second report, produced in partnership with Utah State University researchers, examined certified teacher librarian practices in schools that scored at or above the 80th percentile for early literacy (Acadience reading k–3). The study identified instruction, management and leadership as top librarian activities that support literacy: collaborating with classroom teachers, aligning library instruction to classroom literacy goals, keeping collections current, and serving as instructional leaders in their schools. The report notes that only a small number of Utah districts require certified teacher librarians, and it provides policy and practice recommendations for scaling librarian support.

Everett said ULEAD plans webinars and dissemination activities and works with higher‑education partners and districts to move research findings into practice. Deputy Superintendent Dixon and board members praised the work and noted examples of district teams and partnerships that are already using ULEAD reports for professional development and implementation. "We're starting to see principals and teachers tell us, 'I got this from a ULEAD report,'" Dixon said, signaling uptake of the research in the field.

Ending: ULEAD will continue to publish reports and to work with districts and higher‑education partners to convert identified practices into actionable professional development and pilot programs; the board asked staff to consider integrating ULEAD findings into statewide professional learning opportunities.