LEADING WITH CONNECTION: QUANTIFYING THE RELATIONSHIP OF SCHOOL HEAD-TEACHER INTERACTION AND INSTRUCTIONAL SUPERVISION IN PROFESSIONAL WELL-BEING

Educational Management

This study examined the relationship between school head-teacher interaction, instructional supervision, and teachers' professional well-being. Specifically, it determined the extent of school head-teacher interaction in terms of coaching, mentoring, goal setting and orientation, and supervision and evaluation; the extent of instructional supervision in terms of teachers' guidance, teachers' support, and teachers' performance; and the level of teachers' professional well-being in terms of professional development, professional self-esteem, positive relations with colleagues, and autonomy in professional activities. Findings revealed that school head-teacher interaction, instructional supervision, and teachers' professional well-being were all highly evident. Correlation analysis showed that both instructional supervision and school head-teacher interaction had significant moderate positive relationships with teachers' professional well-being. Regression analysis further revealed that among the dimensions of school head-teacher interaction, goal setting and orientation and supervision and evaluation significantly predicted teachers' professional well-being, with supervision and evaluation emerging as the strongest predictor. Likewise, among the indicators of instructional supervision, teachers' support and teachers' performance significantly predicted teachers' professional well-being, with teachers' performance identified as the strongest predictor. The study concluded that supportive, goal-oriented, fair, and performance-enhancing leadership practices play an important role in promoting teachers' professional well-being.

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