Exploring the complex interplay between instructional leadership, teacher well-being and systemic challenges

Abstract

This study explores the complex interplay between instructional leadership, teacher well-being and systemic challenges. Data was collected through interview schedule, field notes and open-ended questionnaire. Criterion purposeful sampling technique was used to select ten principals from ten schools. Data analysis was conducted using thematic analysis, typological analysis, content analysis and Atlas.ti. The findings have established the complex interplay between instructional leadership, teacher well-being and the systemic challenges, instructional leadership strategies used and the complex interplay between them. Principals need to study and learn the application of instructional leadership, apply instructional leadership strategies to optimise their success and to enhance schools academic performance which results on students’ academic performance. Principals should integrate elements of instructional leadership to support teacher wellbeing, enhance job satisfaction, and promote student success. Instructional leadership has complex interplay on schools performance which affects schools, teacher performance which could result in positive or negative student academic performance.

Keywords: Instructional leadership, schools performance, teacher well-being

DOI: 10.7176/JEP/16-3-17

Publication date: March 30^th 2025