Ключевые слова
Аннотация
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.
Библиографические ссылки
Bass, B. M. (1990). From Transactional to Transformational Leadership: Learning to Share the Vision. Organizational Dynamics, 18(3), 19–31.
Hallinger, P. (2003). Leading Educational Change: Reflections on the Practice of Instructional and Transformational Leadership. Cambridge Journal of Education, 33(3), 329–352.
Ingersoll, R. (2012). Beginning Teacher Induction: What the Data Tell Us. Phi Delta Kappan, 93(8), 47–51.
Leithwood, K., & Jantzi, D. (2005). Transformational Leadership. In B. Davies (Ed.), The Essentials of School Leadership (pp. 31–43). Sage Publications.
Spillane, J. P. (2006). Distributed Leadership. San Francisco: Jossey-Bass.