A Model of Positive School Leadership to Improve Teacher Wellbeing

Abstract

Teacher wellbeing is critical for effective implementation of positive education programs (Quinlan 2017; Slemp et al. 2017). Yet, few studies have explored teachers' experiences of wellbeing, and how to enhance their wellbeing, beyond a focus on their individual practices. This case study examines teachers' perceptions of leadership practices that influenced their wellbeing in an urban high-school in New Zealand. Purposive sampling was used to select three 'high wellbeing' and three 'low wellbeing' teachers, who then participated in semi-structured interviews and completed a wellbeing journal. This article focuses on the leadership actions that teachers identified as enhancing their well-being (feeling valued, meaningful professional development, agency in decision making) and the essential skills leaders demonstrated (relationship building, contextual competence, social and emotional competence) that influenced teacher wellbeing. A model of positive school leadership is presented which outlines recommendations for leaders to enhance teacher wellbeing.

Perceived stress and wellbeing in Romanian teachers during the COVID‐19 pandemic: The intervening effects of job crafting and problem‐focused coping

“…Teacher occupational well-being is defined as their responses to cognitive, emotional, health, and social conditions in their work and profession (Viac & Fraser, 2020). The occupational well-being of teachers is further considered to be multidimensional, comprising four core dimensions: cognitive well-being, subjective well-being, physical and mental well-being, and social well-being (Cann et al, 2020). Job crafting is defined as "a specific form of proactive behavior in which the employee initiates change in the level of job demands and job resources" (Tims & Bakker, 2010, p. 14).…”

“…Teacher occupational well‐being is defined as their responses to cognitive, emotional, health, and social conditions in their work and profession (Viac & Fraser, 2020). The occupational well‐being of teachers is further considered to be multidimensional, comprising four core dimensions: cognitive well‐being, subjective well‐being, physical and mental well‐being, and social well‐being (Cann et al, 2020).…”

Self-Efficacy, Job Satisfaction and Teacher Well-Being in the K-12 Educational System

“…This finding led to a similar one, posited by Ghavifekr and Pillai [ 54 ], who argued that within a well-organized school climate, the responsibility factor increased job satisfaction. Cann et al [ 115 ] explained how leadership positively influences job satisfaction and enhances well-being, defined as feeling valued, having meaningful professional development, and having a part in decision-making. Chong, Mansur, and Ho [ 116 ] encouraged leadership development for principals, as it increases job satisfaction and teacher retention.…”

“…Teacher well-being in the educational system refers to feeling valued, meaningful professional development, and being involved in decision-making. Well-being is achieved mainly when decision-makers, such as principals or school managers, show skills such as relationship building, contextual competence, and social and emotional competence [ 115 ]. The leadership style can have positive effects on job satisfaction by enhancing workforce performance and organizational goals, through motivation and a gradual increase of organizational commitment, as Altaf et al [ 124 ] demonstrated.…”

Teachers’ Commitment and Self-Efficacy as Predictors of Work Engagement and Well-Being

“…Furthermore, in the academic framework, teacher well-being is associated with gratitude, purposeful expert growth, and participation in making decisions. For it to be attained, school administrators must have abilities like making connections, contextual skills, as well as societal and emotive skills ( Cann et al, 2021 ). The leadership method could have a constructive impact on work fulfillment by improving employee presentation and corporate objectives through motivation as well as a slow elevation of commitment ( Altaf et al, 2019 ).…”