Educational leader’s role vis-à-vis teachers’ stress : preventing teachers’ burnout and turnover

Abstract

This study set out to investigate the role of the educational leaders concerning teacher stress within Maltese state schools. The research aimed to understand teacher stressors and how educational leaders recognise and address these issues. Together with the respondents, a review of current systemic practices in place to mitigate teacher stress and anxiety was done to address gaps and provide practical improvements in a quest to reduce teacher burnout and turnover. A qualitative, constructivist case study design was adopted, using semi-structured interviews with six Heads of School. Findings revealed that leadership presence, emotional intelligence, and institutional structures significantly impact teacher stress. Participants also highlighted the need for systemic support and professional wellbeing services. The study offers practical recommendations for educational leaders and policymakers to promote teacher wellbeing, particularly in light of the National Education Strategy 2024– 2030.