Keywords
Abstract
This study examines the relationship between school leadership practices and teacher morale and retention in secondary education. Employing a mixed-methods case study, quantitative data were collected through structured surveys, while qualitative insights were obtained via semi-structured interviews with school principals and teachers. Findings reveal that leadership styles, communication practices, and emotional support significantly influence teacher satisfaction, motivation, and long-term commitment. Transformational and participatory leadership approaches were associated with higher morale and reduced turnover intentions, whereas authoritarian or rigid management correlated with lower satisfaction and increased attrition. The study highlights the importance of leadership development programs that prioritize emotional intelligence, collaborative decision-making, and teacher empowerment to strengthen staff retention and overall educational quality.
References
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