EXPLORING THE IMPACT OF SCHOOL LEADERSHIP ON TEACHER MORALE AND RETENTION THROUGH A MIXED -METHODS CASE STUDY

Abstract

Teacher morale and retention remain pressing challenges for educational systems worldwide, particularly in contexts marked by rapid reforms, resource constraints, and increasing accountability pressures. School leadership is frequently cited as the most influential school-based factor shaping teachers’ professional experiences. This mixed-methods case study investigates how school leadership practices affect teacher morale and retention in a public secondary school. Quantitative survey data were complemented by qualitative interviews and document analysis to provide a holistic understanding of leadership behaviors, organizational climate, and teachers’ intentions to remain in the profession. Findings show that transformational leadership practices such as supportive communication, shared decision-making, and recognition significantly enhance morale and reduce turnover intentions, whereas authoritarian or inconsistent leadership directly contributes to burnout and attrition. The study concludes with recommendations for leadership development, teacher support frameworks, and policy enhancements aimed at promoting sustainable teaching environments.