TY  - JOUR
PY  - 2021//
TI  - A model of positive school leadership to improve teacher wellbeing
JO  - International journal of applied positive psychology
A1  - Cann, Rachel Fiona
A1  - Riedel-Prabhakar, Rachel
A1  - Powell, Darren
SP  - 195
EP  - 218
VL  - 6
IS  - 2
N2  - Teacher wellbeing is critical for effective implementation of positive education programs (Quinlan 2017; Slemp et al. 2017). Yet, few studies have explored teachers' experiences of wellbeing, and how to enhance their wellbeing, beyond a focus on their individual practices. This case study examines teachers' perceptions of leadership practices that influenced their wellbeing in an urban high-school in New Zealand. Purposive sampling was used to select three 'high wellbeing' and three 'low wellbeing' teachers, who then participated in semi-structured interviews and completed a wellbeing journal. This article focuses on the leadership actions that teachers identified as enhancing their well-being (feeling valued, meaningful professional development, agency in decision making) and the essential skills leaders demonstrated (relationship building, contextual competence, social and emotional competence) that influenced teacher wellbeing. A model of positive school leadership is presented which outlines recommendations for leaders to enhance teacher wellbeing.<p />  <p>Language: en</p>
LA  - en
SN  - 2364-5040
UR  - http://dx.doi.org/10.1007/s41042-020-00045-5
ID  - ref1
ER  -