Well-Being-Based Leadership: School Principals' Strategies in Maintaining Teachers' Mental Health at SDN 1 SANGGU

Abstract

This study aims to explore the impact of well-being-based leadership on teacher mental health at SDN 1 SANGGU. Using a mixed-methods approach, the research combines quantitative and qualitative methods to measure the direct influence of leadership on teacher mental health. Quantitative data were collected through a questionnaire measuring teachers' perceptions of school leadership, while qualitative data were gathered through semi-structured interviews with three teachers. The results show that well-being-based leadership has a significant positive impact on teacher mental health, both directly through emotional support and workload management. The study suggests that school principals should implement leadership styles that prioritize teacher well-being to create a healthier and more productive work environment. Although many studies have examined the role of leadership in influencing the quality of teachers' work, few explicitly examined the direct impact of well-being-based leadership on teachers' mental health. This research is important to fill the knowledge gap on how school principals can systematically support teachers' mental well-being through a more holistic leadership approach. A blended approach that uses quantitative and qualitative methods is needed to provide a more comprehensive understanding of the impact of well-being-based leadership. This study aims to explore and measure the impact of well-being-based leadership strategies on teachers' mental health at SDN 1 SANGGU. Using quantitative methods, this study will measure the direct influence of well-being-based leadership on mental health variables such as stress, emotional fatigue, and teacher job satisfaction.