School leadership awareness and support of staff wellbeing : the implementation of whole-school staff wellbeing practices

Abstract

This study investigates the perceptions of senior leadership team (SLT) members regarding the promotion of teacher wellbeing (TWB) in Maltese secondary schools. It explores three primary objectives: (1) to examine school leaders’ views on the challenges faced by educators and the impact of these challenges on their wellbeing; (2) to understand how school leaders support the social and emotional wellbeing of their staff; and (3) to identify the strategies and structural supports implemented to promote TWB through a wholeschool approach (WSA). A qualitative research design was adopted, employing semi-structured interviews with seven SLT members from two state and two church secondary schools. Thematic analysis enabled an in-depth exploration of participants’ experiences, attitudes, and practices concerning TWB. Findings reveal that while the teaching profession is perceived as deeply rewarding, it is also fraught with significant challenges that negatively affect educators' wellbeing. Participants emphasised the critical role of the school leadership in embedding wellbeing within the wider school culture, articulating a vision for TWB supported by relational, transformational, and collaborative leadership styles. The study highlights the importance of fostering staff empowerment, celebrating professional achievements, cultivating positive relationships, and promoting a caring school environment. Moreover, collaboration with parents and external support services emerged as key elements in sustaining educator wellbeing. Focused inschool strategies and locally driven initiatives were also recommended by participants to strengthen the implementation of WSAs to wellbeing. The dissertation concludes with recommendations for leadership practice and suggestions for future research, acknowledging the limitations inherent in the study’s scope and methodology.