Authors

  • Muborak Xurramova

DOI:

https://doi.org/10.71337/inlibrary.uz.science-research.139321

Keywords:

school leadership teacher morale teacher retention mixed methods motivation organizational culture.

Abstract

Teacher morale and retention are pressing issues that affect school quality and student outcomes. The present study investigates how school leadership practices influence teacher morale and decisions to remain in the profession. Employing a mixed-methods case study, the research combines survey data with semi-structured interviews from teachers in three secondary schools. Findings indicate that leaders who demonstrate clear communication, emotional support, and opportunities for professional growth foster higher morale and a greater likelihood of retention. Conversely, authoritarian practices and lack of recognition correlate with burnout and turnover intentions. The paper concludes with recommendations for leadership development, participatory decision-making, and institutional support to strengthen teacher commitment.

References

Leithwood, K., & Jantzi, D. (2005). Transformational leadership. Educational Administration Quarterly, 41(4), 499–532.

Day, C., Sammons, P., Hopkins, D., Harris, A., Leithwood, K., Gu, Q., & Brown, E. (2011). Successful school leadership. McGraw-Hill Education.

Fullan, M. (2014). The principal: Three keys to maximizing impact. Jossey-Bass.

Ingersoll, R. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38(3), 499–534.

Harris, A. (2019). Distributed leadership: Different perspectives. Springer.

Nguyen, D., Ng, D., & Cormier, M. (2020). Leadership and context: A review of empirical studies. Educational Management Administration & Leadership, 48(2), 216–237.