Seventy-three percent of principals said they are likely to quit within the next five years due to the workload and wellbeing impacts changes. Photo: RNZ / Alexander Robertson
A new insights poll from the New Zealand Educational Institute surveyed 228 primary school principals nationwide regarding the changes and the resulting impact on their workload, health, and wellbeing.
Seventy-three percent of principals said they were likely to quit within the next five years due to the workload and wellbeing impacts changes.
Ninety-seven percent said the timeline for implementing the new curriculum changes is unrealistic.
While 99 percent said the frequent policy and curriculum shifts have left insufficient time to consolidate previous changes.
The government released the full draft for years 0-10 students in October and would be rolled out over three stages, with years 0-10 English and Mathematics required to begin from the start of 2026, for all state and state-integrated schools.
Martyn Weatherill, Principal Representative for NZEI Te Riu Roa, said the poll highlighted the alarming effects constant change is having on principals' workload, stress levels, and overall wellbeing.
"Government-mandated changes to the curriculum were turned around at breakneck speed earlier this year. Principals expressed their frustration at the pace and lack of consultation then.
"Now we're heading into curriculum change Groundhog Day; another rush to implement a new, NEW (as we're calling it) curriculum, directed by a government that has failed any reasonable test of consultation with us.
"Our primary challenge is that we weren't provided with the time, training, or resources to absorb the speed and complexity of the imposed changes.
"All of this takes a massive toll on our workload, stress levels, and wellbeing. We are not being listened to when we say it's too much. Our professional expertise is being ignored and we are feeling disrespected,"
Ninety percent described the professional learning and resources provided by the Ministry of Education to support implementation as insufficient.
Ninety-six percent confirm the cumulative effect of curriculum changes and increased workload has adversely impacted their health and wellbeing.
Weatherill said this could in turn, impact children.
"This is, we believe, harming students. Ninety-nine percent of principals are saying the frequent and policy changes leave insufficient time to do the job properly.
"This is not a company producing widgets, we are teaching children, they are the future of our country and they are being, bottom line, experimented on." he said.
Kerry Hawkins, Principal of Waverley Park School in Invercargill, said he's seeing a pace of change unprecedented in his 40 years as a school leader.
"This is the most absurdly paced policy change I've seen. My initial reaction was gnashing of teeth and frustration at the lack of consultation and respect shown to the profession.
"The mathematics programme we use is DMIC (Developing Mathematical Inquiry Communities). It is culturally appropriate, well-grounded in research, and proven to be effective. Why would we replace it?
"I'm starting to feel that curriculum changes under this government are like New York taxis: Wait a moment, and you'll get another one." he said.
Education Minister Erica Stanford said she understands the scale of the reform programme is significant.
"We are absolutely committed to supporting principals and teachers through it because this work is about giving every child the strong, world-class education they deserve.
"That is why we have deliberately phased the curriculum changes through to 2028, giving four full years for implementation. We are backing schools with ongoing professional learning, clear guidance, and high-quality resources, and we are currently consulting on the new draft learning areas so schools can help shape the final design.
"We are already seeing promising results from the focus on strong foundations. When the phonics check was introduced in Term 1, 36 percent of new entrants were at or above expectations after 20 weeks at school. By Term 3, that had risen to 58 percent.
"Parents can be confident these reforms are about raising achievement and delivering better outcomes for young people. And we will continue working closely with the sector, welcoming feedback to ensure these changes are implemented in a way that is supportive, manageable, and sustainable for principals and their teams," she said.
Majority of Secondary Principals also opposed to changes
Meanwhile, a survey of Secondary Principals Association members indicated most opposed the government's recent changes though they supported some of the underlying direction.
It found 43 percent of the 102 respondents supported the new curriculum and 57 percent did not.
Most, 75 percent, disagreed the curriculum was world-leading, but agreed with its main objective and focus on excellent and equitable outcomes reflecting the Treaty of Waitangi.
Eighty-four percent agreed with the strengthened focus on literacy and numeracy
More than 80 percent disagreed with the process for developing the curriculum and the timeline for introducing it.
A similar percentage disagreed with the government's changes to governance of the Teaching Council and 76 percent disagreed with the removal of school's treaty obligations.
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