Keywords
Abstract
This study investigates the influence of school leadership on teacher morale and retention within the context of contemporary educational institutions. Using a mixed-methods case study, data were collected through teacher surveys and semi-structured interviews with school administrators. The findings demonstrate that leadership styles, communication patterns, and emotional support significantly affect teacher satisfaction, motivation, and their willingness to remain in the profession. Transformational leadership correlates positively with high morale and commitment, while autocratic or transactional styles are associated with dissatisfaction and turnover intentions. The study concludes that developing emotionally intelligent and participatory leaders is essential to improve teacher retention and sustain educational quality.
References
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