Effective leadership practices and teacher wellbeing: A review of international evidence

BENG HUAT SEE, STEPHEN GORARD, MARK LEDGER, KULWINDER MAUDE, NADA EL SOUFI, DURHAM UNIVERSITY CENTRE FOR EDUCATION, UK REBECCA MORRIS, DEPARTMENT FOR EDUCATION STUDIES, WARWICK UNIVERSITY, UK INTRODUCTION The most commonly cited reasons for teachers leaving the profession are excessive workload and poor working conditions (Long and Danechi, 2022). Teachers in England and across a number of Organisation for Economic Co-operation and Development (OECD) countries are increasingly working under very stressful conditions; as the classroom environment becomes more complex, schools become more bureaucratic, with increasing accountability pressures (Schleicher, 2018; Skinner et al., 2019). These issues have adverse effects on teacher job satisfaction and their desire to stay in teaching (Fuchsman et al., 2023). An OECD analysis of teacher wellbeing indicates that, across almost all countries and phases of education, teachers who report a great deal of stress are more likely to leave the pro