Breaking Bad: 5 Habits School Leaders Need to Ditch

As a school leader, I’ve had my fair share of bad habits. Some of them I didn’t even notice at first. Others, I ignored for too long. Over time, I realized these habits weren’t just affecting me—they were impacting my staff, my students, and the school’s overall culture. Here are five bad habits I’ve had to face head-on, and the specific actions I took to break them.

1. Trying to Control Everything

I used to feel like I had to have my hands in every part of the school’s operations. Lesson plans, staff meetings, classroom layouts—if I didn’t weigh in, it wasn’t getting done “right.” What I didn’t realize was that by doing this, I was unintentionally shutting down my staff’s creativity. They’d wait on me for approval, which slowed everything down and drained their motivation.

Here’s the reality: people need space to do things their own way, and they’ll rise to the challenge when given the opportunity. I started with small steps—letting teachers take charge of their classroom setups or handle certain projects without my input. It was uncomfortable at first, but I quickly saw the benefits. Teachers came to me with new ideas, and our meetings became more about collaboration than directives. My big takeaway: give people clear expectations, then get out of their way. Trust is earned, and I needed to show them I believed in their abilities.

2. Overworking Myself and Expecting Others to Do the Same

For years, I thought staying late and working weekends made me a better leader. I figured if I was grinding, it would set the tone for my staff. But it was wearing me down, and it didn’t take long before my patience thinned and my decision-making became sloppy. Worse, I started to expect the same commitment from others. Teachers and staff began burning out, and some were disengaging because they didn’t see the same level of investment in their personal lives that I should’ve been modeling.

What I had to do was redefine what hard work meant. I scheduled actual breaks. I made sure I was leaving by 5:00, and I made it a point to tell my staff that they needed to prioritize their own lives, too. I also started setting boundaries—no answering emails after a certain time. When I made self-care a priority, I noticed I was more patient, more energized, and able to lead with a clearer head. You can’t expect people to be at their best if you’re pushing yourself (and them) beyond limits.

3. Avoiding Hard Conversations

If I’m honest, I used to avoid tough talks like the plague. I’d skirt around performance issues or let minor conflicts fester, hoping they’d sort themselves out. Guess what? They never did. Problems only got worse, and the longer I waited, the more complicated they became. The staff felt frustrated because the real issues weren’t being addressed, and I found myself constantly putting out fires that could’ve been avoided.

The fix? Just go for it. I stopped sugarcoating things and started tackling issues directly but with empathy. If a teacher wasn’t meeting expectations, I sat down with them and laid it out clearly: “Here’s the problem, and here’s how we can fix it.” It wasn’t always easy, but it was necessary. And surprisingly, most people appreciated the honesty. Instead of lingering tension, we had open, productive conversations, and the air cleared. People started stepping up because they knew where they stood and what was expected.

4. Taking on Too Much

For a long time, I felt like I had to do it all. If something needed doing, it was easier to just handle it myself than delegate. That left me overwhelmed, drowning in tasks, and unable to focus on anything in-depth. My staff saw this, and instead of stepping in to help, they assumed I preferred doing everything solo. They didn’t feel like they were part of the leadership process, and the truth was, I wasn’t giving them the chance to contribute.

So, I had to let go. I started by listing out all the things I was doing that I didn’t really need to be in control of, and I handed those off to the right people. I asked my assistant principal to take over discipline issues, put department heads in charge of specific projects, and trusted my teachers to lead initiatives. Not only did this give me room to breathe, but it showed my team I believed in them. It turned out they were more than capable—many thrived when given the responsibility.

5. Not Asking for Feedback

For the longest time, I assumed if no one was complaining, things were fine. But I didn’t realize that not hearing complaints doesn’t mean everything is going smoothly. My staff and students had thoughts and ideas, but I wasn’t actively asking for them. As a result, I was disconnected from what was really going on in the trenches.

I started sending out simple surveys and holding open forums where anyone could share feedback—anonymous if they wanted to. I made it clear that I wasn’t looking for flattery; I wanted to know what wasn’t working. And when people gave me feedback, I acted on it. If a teacher mentioned that certain procedures were wasting time, we adjusted them. If staff felt like they weren’t being heard, I made sure to be more visible and accessible. It wasn’t always easy to hear, but those insights were invaluable. It showed my team that their input mattered and created a culture where people weren’t afraid to speak up.

Breaking bad habits isn’t easy, but it’s necessary. As school leaders, we need to be honest with ourselves about what’s holding us back and be willing to change. When we break these habits, we don’t just improve our leadership—we create a better environment for everyone around us. It’s not about being perfect; it’s about making progress and leading with intention.

If you’re a school leader struggling with any of these habits, let’s talk! Schedule a meeting with me here, and we’ll work together to help you lead with clarity and confidence.