Catalonia’s school principals are increasingly dissatisfied, feeling overwhelmed by administrative tasks and deprived of real tools to develop their schools. While their role is recognized as crucial for student success, in practice, principals are forced to spend most of their time dealing with day-to-day issues instead of focusing on strategic development.
In recent years, the pressure on school administrators has only intensified. After the pandemic brought new challenges to the education system, principals found themselves facing even more difficulties than before. They report having to constantly mediate conflicts between students and parents, as well as dealing with a growing volume of paperwork. Meanwhile, staff numbers remain unchanged, and there is virtually no support from specialized professionals.
Bureaucracy and staff shortages
One of the main concerns is excessive bureaucracy. School leaders have to manage not only educational tasks but also economic, legal, and administrative responsibilities for which they often lack both training and time. This academic year, the situation has worsened due to cuts in social workers and integration staff, a shortfall felt especially acutely in schools with many vulnerable students. Principals are calling for the restoration of these positions and an increase in support staff so they can devote more attention to the educational process.
The issue of inclusive education remains a painful one. Despite official support, in practice there are not enough resources to properly work with children with special needs. Often, a single specialist has to work with several children at once, making an individual approach impossible.
Crisis of trust and staff shortages
School principals note that their work is often criticized by various groups — from unions to parents and even colleagues. This leads to feelings of isolation and uncertainty. As a result, fewer teachers are willing to take on the responsibility of running a school. In 2025, nearly a quarter of principal positions remained vacant, and for many roles there was only one applicant.
The situation is further complicated by the fact that the system for selecting and training principals does not meet today’s standards. School leaders insist on the need to professionalize the position, create support programs for newcomers, and revise the pay system. They believe that without these changes, it is impossible to attract motivated professionals and ensure the stable development of schools.
Movement for Change
In response to growing discontent in Barcelona and other cities across Catalonia, grassroots groups of school principals have begun to emerge. They are holding meetings, discussing shared challenges, and developing proposals to reform the system. Their main demands include reducing bureaucratic burdens, increasing the number of specialists in inclusion and economics, and recognizing the crucial role principals play in the educational process.
Principals stress that they want to be more than just implementers—they seek to be active participants in decisions that shape the future of schools. They believe that only in this way can real improvements in education quality be achieved and a positive environment for students and teachers be fostered.
