Perceptions of the Elementary Principal Role in Teacher Well-Being

Abstract

This study explored teacher and principal perceptions concerning a principal’s role in teacher well-being. To explore the principal role in supporting teacher well-being through school working conditions, a qualitative case study method using interviews with elementary teachers and principals supported exploring the following research question: how do elementary principals and teachers view the principal role in contributing to teacher working conditions in support of teacher well-being? A literature review presented the topics of well-being, teacher experience of burnout, the working conditions relevant to teacher well-being and the outcomes, principal leadership, and the various influences of and opportunities for supporting teacher well-being. Key literature review findings included the prevalence of teacher burnout, the importance of principal leadership on teacher well-being, the significance of various working conditions to teacher well-being, and the outcomes of teacher well-being. The findings of the study included five main themes: Teacher voice as significant for teacher well-being, teachers and principal as mutually invested stakeholders, principal influence as significant for teacher well-being and effectiveness, teacher working conditions as an ecosystem for teacher well-being, and job intensity as a common teacher workplace experience. Additionally, a model was provided to describe the principal role as both an instructional and organizational leader. The implications were the need for systemic changes to improve teacher working conditions, the principal values of respect and the greater good support healthy work environments, opportunities exist for strong principal-teacher partnerships, the centrality of the leader, and the need to reshape leadership structures. Additional implications for future research were included.