Encouraging Job Satisfaction and Teacher Well-Being Through Leadership

Abstract While U.S. schools are constantly hiring teachers, more are choosing to leave the profession. The increase in the exodus of teachers is particularly linked to the lack of teachers’ job satisfaction and well-being. The purpose of this study was to examine how leaders create favorable working conditions to encourage teacher well-being and job satisfaction, as perceived by teachers in rural Texas schools. The exploratory qualitative case study was framed in transformational leadership theory and explored a focus on the connection between leadership practices and teacher job satisfaction and well-being. The study utilized data from semistructured interviews with school administrators and questionnaires voluntarily submitted by teachers from rural schools with a variety of experiences. The overall findings revealed that aspects of transformational leadership behaviors and strategies were present and did effect teacher well-being and job satisfaction from the perspective of both the teachers and administrators. Teachers identified many behaviors and practices that were seen frequently and correlated to transformational leadership. In addition, administrators discussed transformational leadership strategies they utilized to improve organizational climate and teacher morale. Leaders who addressed meaningful tasks and implemented transformational leadership created more valuable changes and positive outcomes in several areas of the organization, including school climate, achievement, and teacher retention. Transformational leadership is a highly effective strategy that enhances administrator training and benefits the certification process to reduce teacher burnout and improve retention in the educator profession. Keywords: transformational leadership, strategies, well-being, teacher, burnout, climate