Exploring School Principals’ Leadership Strategies to Enhance Teacher Well-Being: A Case Study of a Disadvantaged School in Türkiye

Abstract

This qualitative case study examines the leadership strategies of a primary school principal in promoting teacher well-being within a highly disadvantaged part of Türkiye. Employing Leithwood’s (2012) framework of school leadership practices as a theoretical base, our study aims to uncover the leadership strategies employed by a school principal to enhance the well-being of teachers. Semi-structured interviews were conducted with 11 staff members from the case study school, including the principal, two assistant principals, and eight teachers. Thematic analysis of the data provided valuable insights into the leadership strategies employed by the principal to influence teacher well-being. Findings suggest that principals play a pivotal role in fostering teacher well-being by providing clear direction, fostering professional development, creating a supportive organizational climate, and enhancing instructional practices. The study adds nuance to the existing literature by underscoring the importance of effective leadership in promoting teacher well-being in disadvantaged school contexts and offers implications for practice and policy.