This article presents the results of a research project (Brassard Brassard, Corriveau, Fortin, Gélinas, Savoie-Zajc, 2001) based on a questionnaire and loosely structured interviews with principals of francophone schools at both the primary and secondary levels, gathering their opinions on various changes resulting from the implantation of the Québec school reform begun in the 1997-1998 school year. The results of this research clearly show that the duties of school principals have become heavier and more complex. Despite the fact that they spend more time and energy doing their work, most principals interviewed say that they are nevertheless satisfied and still passionate about their work.

Under these conditions, this article tries to answer the following questions: What is the impact of the school reform on the school principal’s job? How much time to they devote to their work? Is there a danger that principals may subtly slide towards over-identifying with the profession? How can principals establish a balance between their personal and professional lives? In this sense, the results of this research revealed that most of the principals interviewed are conscious of the danger of professional over-identification and the risks to their physical and mental health. However, several share a variety of individual methods they use to avoid falling into disequilibrium, and suggest organizational means school boards could take to help them maintain their well-being, or re-establish the equilibrium necessary for healthy identification with the profession.