The Role of Principals in Enhancing Teacher Well-being in Schools in Rural Communities

Bibliographic Data

ID21778769
AuthorsSiphokazi Kwatubana (0000-0002-0626-8812, North-West University, corresponding author)
Year2024
Volume19
Issue1
Pages85-109
Publication date2024-08-27
Open AccessYes
TypeARTICLE
VenueJournal of Contemporary Issues in Education (JOURNAL)
Journal identifiersISSN: 1718-4770 • E-ISSN: 1718-4770
PublisherUniversity of Alberta Libraries (PUBLISHER)
DOI10.20355/jcie29562
OpenAlexW4401937547
LanguageEN
Citations received2
References cited14

This study sought to understand the factors that teachers and school management team members perceived as having the potential to boost teacher well-being in rural schools and the role the principal plays in promoting teacher well-being. A stratified sample of school managers and teachers from a rural high school in the Mopani district of the Limpopo province participated. A total of fourteen semi-structured individual interviews were conducted with seven teachers, yielding four enablers to teacher well-being and three roles which principals could play to support teacher well-being. The findings revealed that strong principal-teacher relationships, disengaging from work to socialize, adaptability, and a green school physical environment promote teacher well-being. The role of the principal in supporting teacher well-being is multi-faceted, encompassing the creation of a positive school culture and traditions, developing and maintaining a conducive green school environment, and promoting teacher adaptability

Business · Pedagogy · Political science · Sociology · Psychology · Technology-Enhanced Education Studies

Tools

Open DOIOpen Access