Abstract

Teacher well-being is a factor that has gained the researchers’ attention due to its positive effects on students and schools. This cross-sectional study examines the moderating roles of teaching experience and school context (rural versus urban) in the relationship between collegial leadership and teacher well-being. Data were collected from 553 teachers in the K-12 educational system. The study confirmed the positive role that collegial leadership characterized by supportive relationships, collaboration, a common set of values, and shared decisions has on teacher well-being. In addition, the findings indicated that this relationship is stronger for teachers in the early years of their teaching careers, particularly in rural schools. As teachers gain more teaching experience, they become more efficient and autonomous, and the effect of leadership on well-being decreases. These results contribute to understanding the antecedents of well-being and offer practical recommendations regarding principals’ supportive behaviors.

Keywords: collegial leadership; teacher well-being; teaching experience; rural area