Principal’s learning-centred leadership practices and teacher’s wellbeing: a self-determination theory perspective
This study examines the role of learning-centred leadership practices of school principals towards the fulfilment of teachers’ basic psychological needs, which, in turn, predict the wellbeing of teachers. The data was collected from 1124 teachers from 37 primary and secondary schools in Riyadh province of the Kingdom of Saudi Arabia. Structural equation modelling (SEM) was employed to test the hypothetical relationships. The results affirmed the significant effect of school principals’ learning-centred leadership practices on teacher wellbeing via the fulfilment of teachers’ basic psychological needs. The findings provide important insights into how learning-centred school leadership can provide a school environment that would ensure the positive wellbeing of teachers, which, in turn, would lead to better academic achievement of students.
Abdulaziz Alfayez, Alfayez; Noman, Mohammad; Saeed Alqahtani, Abdulaziz; Ibrahim Altuwaijri, Anas; and Kaur, Amrita, "Principal’s learning-centred leadership practices and teacher’s wellbeing: a self-determination theory perspective" (2021). Kean Publications. 1072.