Abstract:
Lebanon is facing a lot of challenges including the aftermath of the COVID-19 pandemic and Beirut’s massive explosion, political impasse and growing conflict, economic downturn, the current war and many more. These challenges are affecting everyone including teachers’ wellness. This is an issue because teachers’ wellbeing not only affects teachers, but everyone involved in the educational system, from leaders and principals all the way down to individual students. This brings attention to the fact that wellness is crucial; hence, it should be prioritized and supported. Therefore, the aim of this study is to investigate the factors influencing teachers’ wellness and examine how these factors impact the school’s practices to promote teachers’ wellness under a transformational leadership style. To achieve this, I conducted an exploratory case study in a typical middle-class Lebanese private school located in south Lebanon. Using a mixed-methods approach encompassing quantitative and qualitative methods including observations, document analysis, interviews, and questionnaire, the study identified eight main themes aligning with the dimensions of teachers’ wellness. These dimensions include physical, emotional, social, environmental, occupational, intellectual, financial, and spiritual wellness. The qualitative data revealed 63 practices undertaken by the school to foster teachers’ wellness during times of crises. As for quantitative analysis, the statistical data of 89 teachers’ responses unveiled a strong correlation among almost all practices across the various dimensions of teachers’ wellness. Notably, these practices were mostly focused on fostering teachers’ job satisfaction. The practical strategies identified for promoting teachers’ wellness during crises can enhance leadership approaches, empowering educators to navigate challenges effectively. Prioritizing teachers’ wellness based on these findings can create a nurturing environment that benefits both teachers and students, fostering a culture of wellness within educational communities.
