Exploring the Effects of School Administrators' Leadership Styles on Teacher Well-being: A Focus on Efficacy and Job Satisfaction

This study investigates the influence of different leadership styles on teacher well-being and job satisfaction within educational settings. Employing a single-case approach, data was gathered from administrators and teachers in a secondary school renowned for its innovative leadership practices and commitment to teacher development. Findings reveal a positive correlation between transformational leadership and teacher efficacy, with administrators who exhibit visionary leadership, support, and empowerment fostering a strong belief among teachers in their ability to positively impact student outcomes. However, transactional leadership, characterized by contingent rewards and management by exception, yields mixed effects on teacher job satisfaction due to perceived micromanagement and reduced autonomy. The study underscores the importance of a supportive organizational climate, where trust, recognition, and opportunities for professional growth are prioritized, in enhancing teacher well-being. Additionally, autonomy and empowerment emerge as critical factors in promoting teacher satisfaction, with administrators who encourage innovation and decision-making among teachers fostering a culture of engagement and commitment. These findings highlight the complexity of leadership dynamics in educational contexts and underscore the need for administrators to adopt a multifaceted approach that prioritizes teacher support, autonomy, and empowerment to cultivate positive outcomes within schools. Keywords: leadership styles, teacher well-being, job satisfaction, transformational leadership, transactional leadership