Exploring the motivations, aspirations and frustrations of Executive Assistants working in schools - by Kristine Niven, Founder of EAs in Education.

EXECUTIVE SUMMARY

A recent research project, conducted by ‘EAs in Education’ founder Kristine Niven, within her network sought to explore the role of the Executive Assistant in school settings.

From both an academic and pragmatic perspective, scant investigation of the role is evident, in contrast to the extremely in-depth and expansive literature that exists upon educational leadership, educators and schools. An opportunity exists for further exploration of the role and its important place in the contemporary leadership, management of operations of Australian schools.

This initial research project sought to gather data in relation to the vital role of Executive Assistants (EAs) in school settings. The data guides both the development of the network of EAs in Education whilst informing and educating its members of the collective motivations, aspirations and frustrations of those engaged with this professional role.

In research parlance, a mixed methods approach gathered both quantitative and qualitative data. For those new to research, this meant that both numbers and words were utilised to draw conclusions.

The results tended to confirm what members of EAs in Education had highlighted anecdotally in both formal and informal settings. Data highlighted a notably motivated and inspired workforce with noble and servant hearted people proud of their work with strong aspirations for growth and learning in their role.

A hunger for further development and recognition raises implications for continued work to elevate the role of Executive Assistants in school settings through tailored professional learning and connection opportunities. These findings will serve to guide further research opportunities along with the tailored programs for the EAs in Education network.

INTRODUCTION - THE CONTEXT FOR 'EAS IN EDUCATION'

Those who experienced the turbulence of Melbourne’s world record Covid lockdown period may experience flashbacks as I reflect on this time.? Healthwise, my family and I were fine, but my professional world literally crumbled. As the Marketing and College Events Officer within an Independent School, I was confronted with the reality of no events to manage- schools were closed and it was time for enforced change.

I embarked on a job search and was employed as the Executive Assistant to the Associate Principal (C Suite Level) of a leading and growing independent school in Melbourne’s outer south-eastern suburbs. My role mixed Educational Leadership with Organisational Leadership within a complex school setting of over 1,000 students with 200 staff. I was immediately exposed to lots of information and learning.

Despite these opportunities, I found a sense of emptiness I hadn’t experienced in a career setting before. As an Executive Assistant to a Senior Educational Leader, I discovered rapidly that it was hard to engage with the types of relationships I have previously developed. In sharing my concerns with my new boss, I was encouraged to embrace the new and seek like-minded colleagues beyond our organisation to share stories and connect with. A professional learning opportunity with EAs from other schools engaged with similar roles revealed that my feelings and emotions were shared.

Connections made at the workshop led to a small network established on LinkedIn and the network started to gather members at a great pace. For EAs in senior leadership roles within school settings, a sense of isolation, loneliness and “apartness” led to a deep hunger to connect, share and learn.?

EAs in Education rapidly transformed into not just a network, but a collective coalition of professionals seeking engagement, discourse and education at another level. From here, the next iteration of the network evolved into the planning and execution of tailored and boutique online learning opportunities for members to engage with thought leaders, life hackers, organisational experts and like minds to ultimately forge and unleash a powerful and untapped force in educational settings.

EAs in Education was now in full bloom with an opportunity to provide, empower and elevate these individuals through the mission of the group “to connect, grow and belong!”

METHODOLOGY

In July 2024 I set out to conduct some research into this growing network, largely for dual purposes.

Initially, I wanted to gather information to guide my design of the boutique learning opportunities presented to members in 2025.

However, I also sought to gain deeper insight into the motivations, aspirations and frustrations of the network of professionals engaged with these roles.

Whilst my own perspectives were anecdotal, I wanted to establish some stricter parameters around the collection and interpretation of the data.

Why? Well, there was a part of me that was tinkering with doing some further study and I felt that this may be a great project to explore, but also my natural curiosity led me to want to explore the alignment between my perspectives and the reality. I worked on a series of questions, both fixed and open ended to share with the network.

Again, the response was rapid and within 24 hours over 80 network members had shared their views. Several of the questions offered the opportunity to expand and elaborate on answers. A copy of the questions is provided at the end of the article. The data generated included numbers and words, defining the process as a mixed approach which generated both quantitative and qualitative data.

PART 1)

Based on the survey data, Executive Assistants choose to work in schools for a range of reasons and values.

Many Executive Assistants (EAs) are motivated by the sense of community within schools and the opportunity to positively affect the lives of students and the broader school environment. In the network, EAs had a breadth of experience with over 30% having been engaged in the role for over 10 years. Significantly 45% of respondents showed they had been working as an EA for less than five years. A small number of respondents wrote down they had been in their current role for twenty years. Further, the network response was that for 40% of respondents their current position was the first time they had been employed as an EA. This was a good thing for some, one participant concluding that it was great to “focus on educating students, caring for them, as opposed to total focus on generating profit.” ?Others commented on a greater focus in schools on personal growth, indicating that whilst the remuneration was often lower in the educational context, the personal rewards and relationships compensated for a change. In fact, 73% of responders indicated they had experienced better pay and conditions in other roles. What can be drawn from these outcomes is perhaps regardless of duration in the role, similar desires for professional growth and learning opportunities exist consistently amongst the research cohort.

In terms of motivations for engaging in this type of professional work, a range of themes were clear.?A sense of contributing to something meaningful in terms of purpose and work setting was a consistent theme. One respondent described their motivated as being driven by “a desire to make a difference,” whilst another concluded there was an intent to “contribute in a setting where people are driven by a passion to make the world a better place.”

For others, working in a school setting was seen to align with the personal values of many EAs, making the role more fulfilling on a personal level. One respondent suggested they found deeper meaning in this role than earlier settings, speaking of the power of collaboration “as the right hand of the boss and working together to achieve operational goals.” Clearly many EAs find satisfaction in the variety and challenges of the role, which often includes a mix of administrative, strategic, and interpersonal tasks. This theme highlights the variety of the role in keeping the job interesting and engaging. Clearly for some respondents a school environment often offers flexible working hours and schedules that align well with personal and family life, making it an attractive choice for those seeking a balance between work and personal commitments.

Some EAs are drawn to the educational setting itself, which can be vibrant and dynamic, filled with the energy of young people and dedicated educators. Schools often provide opportunities for personal and professional growth through involvement in a wide range of activities and the dynamic nature of educational leadership. These factors combine to make schools a preferred workplace for those who seek a role that is both personally rewarding and professionally enriching, centred around making a real difference in the lives of others. Many EAs are motivated by the sense of community within schools and the opportunity to positively change the lives of students and the broader school environment.

KEY THEMES - Alignment with Values, Professional Satisfaction, Work-Life Balance, Educational Environment, Personal Growth Opportunities.

PART 2)

The survey data reveals several challenges and frustrations faced by Executive Assistants working in educational settings.

The survey data highlights several key challenges and frustrations faced by Executive Assistants (EAs) working in educational settings.

EAs often deal with an intense workload that can lead to stress and potential burnout, especially during term times when demands are highest. There is a noted lack of sufficient administrative support, which can leave EAs feeling isolated and overwhelmed as they manage a wide range of responsibilities. Many EAs report frustrations with outdated technological systems and processes. The slow pace of technological adoption in schools and insufficient training on new software systems like Teams and SharePoint.

From the data it was clear that the complex nature of the role, including managing relationships with a diverse range of stakeholders, including students, parents, and faculty, presents emotional and logistical challenges, requiring high levels of diplomacy and resilience.

EAs reported that they often feel that the strategic element of their role is not fully recognised within the school’s leadership structure, potentially limiting opportunities for professional growth and impact job satisfaction. Compared to corporate counterparts, EAs in educational settings often receive lower pay and fewer benefits, which is a significant source of dissatisfaction given the demanding nature of their roles. Ineffective communication and collaboration, particularly between administrative and teaching staff, can hinder the smooth operation of school functions and contribute to a sense of division within the school community.

Again, issues of isolation and loneliness including not having a team to share and collaborate with was apparent in the commentary. A general sense of a lack of appreciation for the nature of the role, including its complexity and change was evident. The demands placed upon individuals due to the vast number of emails also emerged as a common theme. Workload and hours were highlighted as challenges to manage along with a lack of understanding on behalf of other stakeholders as to what aspects constitute the primary functions of the position. It was clear that these elements contribute to an overall sense at times of “being overwhelmed” and “helplessness.”

These challenges underscore the need for enhanced support, better recognition of the EA’s role, improved compensation, and more effective communication strategies within educational institutions to improve the work environment for EAs.

Key themes: High Workload, Lack of Support, Outdated Systems, Stakeholder Management, Recognition and Professional Growth, Compensation Issues, Communication and Collaboration Challenges.

PART 3)

The surveyed data reveals several aspirations for the future that Executive Assistants in educational settings hold.

Executive Assistants (EAs) expressed a strong desire for greater recognition of their strategic role within the school's leadership and management framework. They hope to see a better understanding and acknowledgment of the complexity and impact of their work. Many EAs aspire to have clear career progression opportunities within the educational sector. They seek pathways that could lead to higher responsibilities, possibly evolving into roles like Chief of Staff or Assistant Business Manager, which reflect their broad skill set and strategic importance. EAs are eager for more targeted professional development opportunities that are specifically tailored to the educational context. This includes training on leadership, advanced administrative skills, and the latest educational technology tools. Being able to access higher salaries in recognition of skills and experience, becoming more involved in the co-curricular life of the school and flexible work arrangements were aspects of the responses which resonated consistently.

There was significant interest in aligning compensation and benefits with the demanding nature of their roles. EAs clearly hope for improvements in salary and benefits, including better vacation entitlements that align more closely with the responsibilities they handle. EAs value the opportunity to network with their peers and share knowledge and experiences. They aspire to build a stronger community among EAs in education, which can provide support, shared learning, and a sense of belonging. While EAs are committed to their roles, they also aspire to achieve a better work-life balance, suggesting consistently that more flexible work arrangements would allow them to manage their professional responsibilities alongside personal commitments effectively. These aspirations reflect the EA's desire for a more supportive, rewarding, and recognised role within the educational framework, pointing towards a need for systemic changes that enhance their professional life and career trajectory.

Whilst the challenges were duly acknowledged and explored there was an extremely positive and optimistic note to consider in the data which emerged from the final questions. Over 65% of respondents indicated they were very satisfied (the highest rating) in the role with over 80% indicating their overall satisfaction. Importantly, of the respondents 87% indicated they were not looking currently for a shift away from their role within school settings.

Themes: Professional Recognition, Career Progression, Enhanced Professional Development, Improved Compensation, Networking and Community Building, Work-Life Balance.

CONCLUSION

In conclusion, this project has provided a range of both valuable and interesting information which can be drawn upon to both build the EAs in Education network but also guide Senior Educational Leaders in their thinking about role and professional learning opportunities. It is also my hope that this may inspire further research into the vital role of Executive Assistants working in schools. My considerable thanks to those involved in providing their responses to this important initiative. It was a pleasure to read the data and share in the collective and collaborative nature of the way colleagues provided input with such passion, authenticity and honesty.

Survey Questions

1. How long have you worked as an EA in Education?
2. What attracted you to the role?
3. Was this your first EA role?
4. If you have worked in another industry, how does working in a school differ from other business entities?
5. Are EA’s in other industries working with Senior Leaders have better pay and conditions?
6. What do you love about being an EA in a School?
7. What are some of the challenges you confront at work?
8. How could your profession be more rewarding?
9. How satisfied are you in your role?
10. Are you looking for another role as an EA beyond education?
11. Would you be willing to participate in interviews or focus groups for further discussion?
12. What impact has the EA in Education network had on your role?