The Role of Educational Leadership in Supporting K–12 Teacher Well-Being and Reducing Teacher Burnout
Poster Author(s):
This literature review explores how educational leadership can support K–12 teacher well-being and help reduce teacher burnout. Drawing on research in educational leadership, transformational leadership, ethics of care, teacher autonomy, and workplace support, this review examines how leadership practices, professional relationships, collaboration, and supportive school environments influence teachers’ professional well-being. It highlights the importance of valuing teacher voice, improving working conditions, and creating opportunities for professional growth and collaboration. The review argues that teacher burnout must not be viewed solely as an individual problem, but also as an issue shaped by organizational and systemic conditions. It further identifies gaps in Canadian and British Columbian research and emphasizes the need for more research into teacher well-being and leadership practices within local K–12 contexts.