Narratives of School Leadership to Support the Well-Being of Teachers in Karachi Pakistan

Abstract

The teaching profession is one of the professions that leads to challenges, and these challenges impact teachers’ well-being. School leaders play a pivotal role in supporting and brightening teachers’ well-being. This research project which is based on qualitative phenomenological research, seeks to explore the narratives of primary school leaders to foster their teachers' well-being through structured interviews. School leaders belonging to various educational settings were engaged. Structured interviews were used to collect the primary data collection, for a comprehensive exploration of eight primary school leaders of District Korangi Karachi’s perceptions, experiences, challenges, and strategies to support in improve their teachers’ well-being. The main findings divulge extraordinary roles and multifaceted responsibilities of primary school leaders in nurturing the well-being of their educators. School leaders expressed and shared their experiences in providing opportunities for professional development, creating healthy positive organizational cultures, managing workloads and time management, and addressing psychological concerns. School leaders' narratives also enlighten on the ramifications of leadership in administrative challenges and demands. These narratives provide a nuanced understanding of the strategies and initiatives that support teacher well-being. Such insights are instrumental in informing policy.