The Relationship Between School Leadership and Teacher Motivation

Abstract

This study examined the relationship between school leadership and teacher motivation using a mixed-method experimental design that integrated quantitative survey analysis with qualitative interviews. A sample of teachers from primary and secondary schools was divided into experimental and control groups to assess the effects of leadership interventions focused on transformational practices, participatory decision-making, and recognition systems. Quantitative results revealed that teachers in the experimental group reported significantly higher motivation scores, increased job satisfaction, and stronger professional commitment compared to the control group. Tables 1–9 highlighted improvements across multiple dimensions, including communication effectiveness, decision-making participation, organizational trust, and recognition and reward systems, while Figures 2–13 visually demonstrated steady progress in motivation, collaboration, and retention levels. Qualitative findings reinforced these results, indicating that teachers valued transparent communication, shared governance, and supportive leadership as key motivators. Collectively, the evidence suggests that leadership practices emphasizing empowerment, recognition, and distributed responsibility are instrumental in enhancing teacher motivation. The study concludes that effective school leadership is not only vital for sustaining teacher engagement but also essential for improving organizational culture and educational outcomes. These findings provide practical implications for policymakers and educational leaders seeking to strengthen teacher motivation through targeted leadership development programs and context-sensitive reforms.