Transformational Leadership’s Influence on Teacher Well-Being in International Schools

Abstract

Teachers working and living in foreign countries often rely upon the international school community to offer the support and stability customarily provided by their home environments. This study explores the influence of leadership philosophy on teacher well-being and describes the transformational leadership behaviors that support a healthy school climate. By developing the skills and behaviors identified in this study, transformational leaders in international schools can decrease teacher stress and increase commitment and job satisfaction. The study highlights individual consideration as a relevant component of transformational leadership theory. This research study was conducted in an international school in Thailand and consisted of a mixed-method case study approach with fourteen elementary school teachers. Data was collected through a Likert-scale survey with free response options and examined through interpretive qualitative analysis. Preliminary conclusions of the study include specific behaviors that transformational leaders can utilize to reduce the primary causes of teacher stress and positively influence teacher well-being.

The impact of distributed leadership on teacher commitment: The mediation role of teacher workload stress and teacher well‐being

“…In addition, Windlinger (2021) found that school leadership is associated with different types of teacher well‐being (e.g., leading to a positive impact on the work engagement of teachers). More relevant to this study, Matthew and Adam (2022) found that transformational leadership of school leaders affected teachers' workload stress and well‐being in international schools in Thailand. Further, the effects of workload stress have focused on teachers' mental health and job satisfaction.…”