Why does leadership feel harder even when experienced leaders become more capable? In this episode of the Culture of Excellence podcast, Lee Crockett explores the Sustainability Myth: the idea that leadership sustainability is often framed as a workload problem, when it may also be a professional judgement problem. Drawing from the Week 1 article and the full Leadership Paper, Lee reflects on why workload matters, why it may not explain the whole experience, and how leaders can begin distinguishing between workload pressure, complexity pressure, and judgement pressure. Key Takeaways Leadership sustainability is often discussed through workload, but workload may not fully explain what experienced leaders are feeling.Many capable leaders describe a paradox: they have become more experienced, more skilful, and more thoughtful, yet the work feels harder to sustain.Professional judgement may be one of the most overlooked resources in sustainable leadership.Workload pressure, complexity pressure, and judgement pressure are connected, but they are not the same.A leader who misreads judgement pressure as workload pressure may solve the wrong problem.Sustainable leadership depends not only on what leaders carry, but on the professional judgement they retain while carrying it. In This Episode Lee explores: why workload is the most visible explanation for leadership strainhow principal wellbeing research supports what leaders are experiencingwhy increasing capability does not always create increasing sustainabilitythe role of professional judgement in sustainable leadershipthe difference between technical and adaptive workhow workload pressure, complexity pressure, and judgement pressure shape leadership differentlywhy sustainable leadership requires the conditions for leaders to lead well Download the full Leadership Paper, The Sustainability Myth, https://leecrockett.net/the-sustainability-myth References Bakker, A. B., & Demerouti, E. (2007). The job demands-resources model: State of the art. Journal of Managerial Psychology, 22(3), 309–328. https://doi.org/10.1108/02683940710733115 Day, C., & Gu, Q. (2014). Resilient teachers, resilient schools: Building and sustaining quality in testing times. Routledge. Hargreaves, A., & Fink, D. (2006). Sustainable leadership. Jossey-Bass. Heifetz, R. A. (1994). Leadership without easy answers. Harvard University Press. Riley, P. (2024). The Australian principal occupational health, safety and wellbeing survey. Australian Catholic University.