Leadership Strategies in Relations to Teacher Burnout

Teacher burnout is a prevalent issue that affects educators' well-being and job performance. This study examines the relationship between school administrators' leadership strategies and teacher burnout. Specifically, it explores the effectiveness of leadership in communication, fairness, and professional relationships and how these impact teachers' emotional exhaustion, depersonalization, and reduced accomplishment. A quantitative research design was employed, utilizing a survey to assess leadership strategies and burnout levels among teachers. The study sampled teachers from various schools and applied statistical correlation analysis to determine the relationship between leadership effectiveness and burnout. Findings indicate that school administrators are highly effective in their leadership strategies, particularly in communication (M = 3.69), fairness (M = 3.49), and relationship-building (M = 3.47). However, personal engagement with teachers received the lowest score (M = 3.18). Conversely, teacher burnout was found to be very high, particularly in reduced accomplishment (M = 3.69), depersonalization (M = 3.49), and emotional exhaustion (M = 3.47). A significant negative correlation (r = -0.295, p = 0.039) was found between leadership strategies and teacher burnout, indicating that stronger leadership reduces burnout levels. The results highlight the critical role of effective school leadership in mitigating teacher burnout. Open communication, fairness, and strong professional relationships contribute to a supportive school environment that reduces stress and improves job satisfaction. However, personal engagement with teachers should be strengthened. The study recommends enhanced leadership training, teacher support programs, and policy improvements to foster teacher well-being.