Teacher Well-Being in British Columbia Independent Schools: The Influence of Transformational Leadership and Job Resources

Abstract

2025This study investigates the well-being of teachers in independent schools in British Columbia, Canada, with a particular focus on the role of transformational leadership and job resources. Using the Maslach Burnout Inventory-Educators Survey (MBI-ES), the Multifactor Leadership Questionnaire (MLQ-5X), and open-ended questions related to teacher-wellbeing and job resources the research examines how different leadership styles and current available job resources influence teacher well-being (TWB). The findings reveal that teachers generally report moderate levels of emotional exhaustion, low levels of depersonalization, and high levels of personal accomplishment. Transformational leadership, characterized by behaviors that support job satisfaction, self-efficacy, and professional growth, was identified as a significant positive influence on teacher well-being. Teachers reported higher levels of well-being when administrators engaged in transformational leadership practices, provided adequate resources, and fostered a supportive work environment. The study also highlights the variability in resource availability and its impact on teacher well-being. Schools offering more comprehensive support, including professional development, mental health resources, and opportunities for collaboration, saw better well-being outcomes among teachers. The research highlights the importance of administrators engaging in transformational leadership that can help further support teacher wellbeing. Additionally, the study suggests the need for further research to explore the long-term effects of transformational leadership and resource availability on teacher retention and whole school outcomes. These findings contribute to the understanding of how leadership and organizational support can mitigate teacher burnout and promote a healthier, more effective educational environment