Exploring School Leadership and Teacher Well Being: Basis for Mental Health Support Program

Abstract

This study examined the relationship between teachers' well-being and school leadership practices, as well as the teachers’ lived experiences in managing professional challenges. Specifically, it examined teachers’ emotional, social, and professional well-being; assessed leadership practices in instructional, transformational, supportive, and relational dimensions as perceived by teachers; determined the significant relationship between leadership practices and teacher well-being; and explored the challenges teachers faced and their coping mechanisms. A sequential explanatory mixed-methods design was employed. Quantitative data were collected through questionnaires and analyzed using descriptive statistics and Pearson’s correlation coefficient, while qualitative data were gathered through in-depth interviews to explore the teachers’ lived experiences regarding challenges and coping strategies. Findings indicated that teachers reported very high levels of well-being across all dimensions, with professional well-being rated highest. Teachers also perceived very high levels of school leadership practices, particularly supportive and relational leadership. Quantitative analysis revealed a moderate positive and significant relationship between leadership practices and teacher well-being, suggesting that effective leadership enhances teacher resilience and satisfaction. Qualitative insights showed that teachers faced workload pressures, classroom management challenges, and emotional demands, but employed strategies such as reflective practice, peer collaboration, mindfulness, professional development, and seeking support from leaders to sustain their well-being. The study concluded that teacher well-being and effective school leadership were mutually reinforcing. Holistic leadership practices that combine instructional guidance with emotional and relational support are essential for promoting teacher resilience, professional fulfillment, and overall school performance. The study recommended strengthening leadership programs, promoting professional growth opportunities, and institutionalizing teacher well-being initiatives. These findings provided practical implications for school leaders, educators, and policymakers seeking to create supportive and high-performing educational environments. Keywords: Teacher well-being, School leadership practices, Instructional leadership, Transformational leadership, Supportive and relational leadership