The Toughest Leadership Role in America: Inside the Struggles of the Modern Principal

The Impossible Task: The Principal Struggling in the Trenches

It’s 7:45 a.m., and Principal Rachel Davis sits at her desk, looking at the never-ending to-do list. Her eyes shift from the calendar full of meetings to the stack of paperwork waiting for her attention. She leans back in her chair, rubbing her temples. The weight of the job is crushing. Her mind races as she thinks about the day ahead. There’s a disciplinary meeting with a frustrated teacher who’s ready to quit, a classroom that’s out of control, and the district superintendent breathing down her neck to improve test scores. All of this, and there’s no one there to help her. Why did I become a principal again?

Rachel took this job to make a difference, to create an environment where teachers and students could thrive. But this year, it feels like she's fighting a losing battle. She has teachers who weren't well-prepared in their training programs and are overwhelmed by the behavior issues in their classrooms. Her school is understaffed, and the student population has grown more challenging. There's constant turnover—teachers leave in droves, and the ones who stay are burned out. Her hands are tied when it comes to addressing ineffective educators, and unlike business leaders, educational leaders aren't provided a budget to financially reward the teachers who are working hard and making a positive impact. As the pressure mounts, the bureaucracy, the never-ending evaluations that don’t seem to help, and the constant fear of being judged for things outside her control leave her feeling stuck.

The Many Forces Conspiring Against Her

Rachel’s situation is far from unique. Across the nation, principals are facing an uphill battle, and the stakes have never been higher. The role of a school principal is one of the most challenging leadership positions in existence. In no other profession are leaders expected to balance such a broad array of competing demands—yet this is the reality for school principals every day.

One of the biggest challenges Rachel faces is the issue of teacher preparation. Too often, new teachers come into the profession without the practical, hands-on training they need. Higher education programs tend to emphasize theory over actionable skills, leaving teachers—especially those in their first years—woefully unprepared for the demands of the classroom. Principals like Rachel end up picking up the slack, supporting teachers who don’t know how to handle escalating behavior problems or who simply aren’t equipped with the tools to manage a classroom effectively.

Then there’s the staffing crisis. Poor management ratios make it nearly impossible for principals to effectively support their teachers. With high teacher turnover, schools struggle to maintain continuity, and educators who might excel are often burned out and leave for greener pastures. Unlike in business, where high performers can be incentivized with bonuses, schools lack the funds to reward teachers who are excelling. The inability to attract and retain top talent, combined with the difficulty of removing ineffective teachers, creates a toxic cycle that’s hard to break.

Furthermore, principals face intense pressure from all sides. State and district leaders demand results—often based on standardized test scores that fail to capture the full picture of a student’s development. And while Rachel is asked to deliver results, she is rarely given the resources she needs to do so. The accountability frameworks put in place often focus on outcomes over processes, leaving principals in a constant state of crisis management.

To complicate things, Rachel didn’t fully understand her role in some of the challenges she was facing. She was well-intended, always wanting to do right by her staff and students. But intention, as she would soon learn, only gets you so far—it’s about impact. The issues she was experiencing were, in part, a direct result of her leadership approach. She was operating on assumptions formed from what she had been taught, but she didn’t realize that what she had learned was incomplete.

Rachel had gone through an educational leadership program that was heavy on theory—leadership models, educational philosophy, and frameworks for decision-making. She thought she was well-prepared. The truth, however, was that too much theory and too little practical coaching and simulations had left her unprepared for the real-world complexities of school leadership. She didn’t know what she didn’t know.

Her preparation had given her the why of leadership but hadn’t equipped her with the how. She lacked the hands-on experience to address the behaviors of teachers, students, and even herself in a way that would drive real change. The system she inherited was chaotic, and the leadership tools she’d been given weren’t enough to create the positive environment she envisioned.

A Year Later: Applying Behavior Science

Fast-forward one year. Rachel has made some major changes. After spending time learning about Organizational Behavior Management (OBM), the science of human behavior, she’s transformed how she leads her school. She realizes that a big part of her struggle last year wasn’t just external factors but her own approach—or lack thereof.

Through OBM, Rachel learned how to pinpoint specific behaviors that were contributing to the issues she was facing—both her own leadership behaviors and those of her staff. She recognized that she had unintentionally been reinforcing some of the negative behaviors in the school simply by how she responded to certain situations. Her stress and reactive approach had created a cycle of frustration and burnout among her teachers. But with the right tools, she was able to change this.

She began applying OBM principles to her daily interactions. By using the practical application of behavior science, she identified patterns, measured progress, and learned how to reinforce desired behaviors in her teachers and students. She understood that to help students reach their potential, she had to create an environment where teachers could reach theirs. Teachers who had previously struggled were now thriving because they had the tools to succeed. Rachel was able to create a culture where teachers felt supported, valued, and understood—not just in theory but in a practical, actionable way.

She also realized that she needed to be a better coach for her staff—not just a manager. Instead of being a top-down authority figure, she embraced a coaching approach grounded in behavioral science. She supported teachers in mastering skills that were directly related to student outcomes. And when things went wrong, instead of resorting to punitive measures, Rachel coached her teachers and students through setbacks, helping them adjust and improve.

One of the most significant changes Rachel implemented was a new approach to professional development. Instead of overwhelming teachers with theory, she brought in a "Tier I" coaching process that was practical and tied directly to the behaviors needed for success in the classroom. Teachers now had not only the knowledge but the hands-on skills to effectively manage their classrooms and engage their students.

Rachel’s staff turnover plummeted. Teachers felt more supported, and her school’s culture was transformed. In just one year, she shifted from feeling like she was constantly putting out fires to leading a thriving school.

The Wake-Up Call: Underprepared and Unaware

Looking back, Rachel realized that her struggles weren’t just a product of the chaotic school environment or external pressures—she had also been underprepared for the leadership role, though she didn’t understand it at the time. She had graduated from a well-regarded school with a degree in educational leadership, confident that she was equipped for the challenges ahead. She had learned all the right theories, or so she thought. But as the months wore on, the reality of being a principal quickly exposed the gaps in her training.

She was well-intended, but intention alone doesn’t translate into impact. Rachel had been thrown into the leadership ring like a novice fighter facing a seasoned pro. The theory she had learned in her educational leadership program didn’t cover the complexities of actually leading people—teachers, students, parents—and navigating the pressures of managing a school. While she understood leadership models and educational philosophies, she didn’t know how to translate those ideas into the actionable steps needed to shape behaviors, manage conflict, or create a culture of growth and success.

The missing piece was behavior. She had been taught leadership principles in abstract terms, but it wasn’t until she learned to apply the science of human behavior that things began to shift. Leadership, she realized, is about understanding and shaping behavior—not just about big ideas or frameworks. Behavior is at the heart of everything. How teachers behave, how students behave, and how leaders themselves behave.

It was a humbling realization. She had always assumed that being a good leader meant having a strong vision and the right intentions, but without a solid understanding of how to influence and shape behavior, she found herself floundering. The systems she inherited felt unmanageable because she didn’t have the tools to address the behaviors driving those systems. It wasn’t just about managing people—it was about understanding how people’s behaviors could be shifted and aligned toward the right goals.

Now, reflecting on how things had shifted, Rachel could see the difference in her leadership and the outcomes. The challenges were still there—school leadership is never without its difficulties—but they were more manageable. The chaos she had once felt overwhelmed by now felt more like a series of solvable problems. By learning to systematically shape behavior, not only in her staff but also in herself, she began to unlock the potential in her school. Teachers were more engaged, students were more focused, and she felt more confident in her ability to lead.

It wasn’t perfect, but the impact was undeniable. Her approach had shifted from one of reactive management to proactive leadership. And it all started with understanding that leadership is about more than good intentions—it’s about the science of behavior and the measurable impact that comes from using that knowledge to shape the outcomes that matter.

Organizational Behavior Management (OBM)

Organizational Behavior Management (OBM) is a science that applies the principles of behavior analysis to improve performance within organizations. It’s a powerful tool for school leaders who want to create a more positive, productive, and supportive environment for teachers and students. Here are the core principles of OBM that can transform your leadership approach:

1. Pinpointing Behavior: This is about identifying specific behaviors that need to be changed or reinforced. As a school leader, it means observing what is actually happening in the classroom or among staff, rather than relying on assumptions. Pinpointing allows you to focus on concrete actions that can directly impact student and teacher success.
2. Measurement and Data: OBM emphasizes the importance of tracking and measuring behaviors to understand what’s working and what’s not. Data allows you to make informed decisions and adjust strategies as needed. For school leaders, this means using data not just for student achievement but also for teacher performance, staff engagement, and overall school culture.
3. Reinforcement: In OBM, positive reinforcement is key to creating lasting behavioral change. By reinforcing desired behaviors—whether it’s a teacher using a new classroom management strategy or a student showing improvement—leaders can create an environment where success is not only encouraged but also sustained.
4. Antecedents and Consequences: OBM looks at the factors that come before and after a behavior. Antecedents (what triggers a behavior) and consequences (what follows it) play a critical role in shaping how people act. For school leaders, this means understanding the systems and structures that influence teacher and student behaviors and adjusting them to support desired outcomes.
5. Systems Thinking: OBM isn’t just about individual behavior—it’s about creating systems that support behavior change across the organization. In schools, this means developing clear expectations, providing ongoing support, and ensuring that everyone in the system is aligned with the goals you’re working toward.
6. Feedback and Coaching: Feedback is a crucial part of OBM. It’s not just about telling people what they’re doing wrong, but coaching them on how to improve. School leaders can use OBM to provide constructive feedback to teachers and staff, helping them grow professionally and improve student outcomes.

By applying these OBM principles, you can create a school environment that promotes positive behaviors, supports teacher growth, and ultimately leads to better student outcomes. Whether you're dealing with classroom management, teacher development, or school culture, OBM offers a systematic and data-driven approach that’s proven to work.

Your Call to Action: Empower Your Leadership

If you’re a principal like Rachel—feeling stuck, overwhelmed, and underappreciated—it’s time to make a change. I’ve worked directly with or trained thousands of school leaders, and I can tell you: good school leaders are among the best we have to offer in this country. They do so much with so little, often navigating difficult circumstances with grace, and their work shapes the future of our students. The essence of leadership is about making the most of what you have and creating opportunities for others to thrive.

The science of human behavior holds the key to transforming your leadership and your school. By understanding the principles of OBM, you can unlock the potential in both yourself and your staff, creating an environment where everyone is supported, empowered, and working toward the same goal.

As leaders, it’s critical that we not only understand the challenges of our roles but also have the tools to overcome them. Start by looking at your own leadership practices: What behaviors are you reinforcing in yourself, your staff, and your students? How can you create a more supportive, behavior-driven culture in your school? There are simple steps you can take today to start transforming your school environment.

If you’re ready to take the next step, explore the principles of Organizational Behavior Management (OBM) in my books. Each resource offers specific strategies tailored to school leadership:

• Quick Wins: Focuses on quick, practical actions that can create immediate improvements in school culture and leadership effectiveness.
• Quick Responses: Provides actionable tools to address and manage misbehavior effectively, creating a more positive and productive school environment.
• Positional Authority Ain’t Leadership: Shifts your approach to leadership by helping you understand how to move beyond authority and inspire your team through influence and support.
• Deliberate Coaching: Offers insights into how to coach your teachers effectively, ensuring they develop the skills they need to succeed and improve student outcomes.
• Classroom Leadership: Provides strategies for teachers to create a positive, well-managed classroom environment that fosters student engagement, promotes academic success, and encourages the development of leadership skills in both teachers and students.

Together, these resources help you build a stronger school culture where everyone is empowered and working toward common goals.

The change starts with you.

Looking to Inspire Your School Leaders?

If you're a district or state leader looking for a keynote that delivers real, actionable strategies for transforming school leadership, improving teacher performance, and enhancing student outcomes, then look no further. With a blend of practical insights grounded in behavior science, real-life examples, and a dynamic, engaging delivery, I provide a keynote experience that motivates and equips leaders to take immediate action. If you're ready to empower your leadership teams and drive lasting change, message me to discuss how we can tailor a keynote for your needs.

About the Author

Specializing in human performance, coaching, and organizational leadership, Dr. Paul "Paulie" Gavoni is a behavior scientist and educator who has worked across education and human services for almost three decades. In this capacity, he has served the needs of children and adults through various positions, including COO, Vice President, Director of School Improvement, Leadership Director, Professor, Assistant Principal, School Turnaround Manager, Clinical Coordinator, Therapist, District Behavior Analyst, and Director of Progam Development and Public Relations at PCMA. Dr. Gavoni is passionate about applying Organizational Behavior Management (OBM), or the science of human behavior, to make a positive difference in establishing safe, productive, and engaging environments that bring out the best in faculty and staff so they can bring out the best in the learners they serve. He is an active board member of the Opioid Awareness Foundation and World Behavior Analysis Day Alliance.

Known for his authenticity and practical approaches, Dr. Gavoni is the host of the Top 1.5% globally ranked Crisis in Education Podcast and a sought-out speaker at various Educational and Behavior Analytic Conferences Internationally. He a the Wall Street Journal and USA Today best-selling co-author of The Scientific Laws of Life & Leadership: Behavioral Karma; Quick Wins! Accelerating School Transformation through Science, Engagement, and Leadership; Deliberate Coaching: A Toolbox for Accelerating Teacher Performance; and MMA Science: A Training, Coaching, and Belt Ranking Guide. Dr. Gavoni is proud to introduce OBM and Applied Behavior Analysis to worldwide audiences through his numerous publications and his work with PCMA to create productive, safe, and positive cultures.

Beyond his work in education and human services, Dr. Gavoni is also a former Golden Gloves Heavyweight Champion and a highly respected striking coach in combat sports. Coach “Paulie Gloves,” as he is known in the Mixed Martial Arts (MMA) community, has trained world champions and UFC vets using technologies rooted in the behavioral sciences. Coach Paulie has been featured in the books Beast: Blood, Struggle, and Dreams a the Heart of Mixed Martial Arts, A Fighter’s Way, and the featured article Ring to Cage: How four former boxers help mold MMA’s finest. He is also an author who has written extensively for various online magazines such as Scifighting, Last Word on Sports, and Bloody Elbow, where his Fight Science series continues to bring behavioral science to MMA. Finally, Paulie was also a featured fighter in FX’s highest-rated show at the time, The Toughman, and as an MMA coach in the Lifetime reality series Leave it to Geege.

Disclaimer: All ideas presented are original to the author. ChatGPT has been used solely to enhance the reading experience.