Innovation in Language Learning
The Impact of School Principals’ Roles on EFL Teachers’ Well-Being in Public and Private Schools
Turgay Han, Ordu University, Ordu, Turkiye (Turkey)
Elif Seven, Department of English Language and Literature, Graduate School of Social Sciences, Ordu, Turkiye (Turkey)
Abstract
The well-being of English as a Foreign Language (EFL) teachers significantly affects the overall educational climate, and maintaining their well-being is not solely their responsibility. Alongside field-specific challenges, school principals’ attitudes and practices emerge as crucial determining factors. This study investigates the effects of school principals' leadership styles and strategies on the well-being and burnout levels of EFL teachers working in high schools located in a central district of Turkiye, using a convergent mixed-methods design. Quantitative data were collected from EFL teachers across 10 high schools (7 public, 3 private) using the PERMA-Profiler and the Copenhagen Burnout Inventory. Qualitative data were gathered through semi-structured interviews conducted in Turkish with each school principal and one EFL teacher from each school (Ethics Committee Decision No: 2025-180, 24.10.2025). Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were subjected to reflexive thematic analysis. Quantitative findings indicated acceptable reliability and validity for the scales, though negative correlations between burnout and well-being did not reach statistical significance. School type showed a significant difference only on the PERMA Accomplishment subscale, with private school teachers scoring higher than their public school counterparts (p = .04). Thematic analysis revealed that principals monitor and evaluate teacher well-being through body language, performance, and student feedback. EFL teachers emphasized that managers directly influence their well-being by providing motivation, guidance, autonomy, and material support, and by serving as a buffer in parent-teacher and student-teacher dynamics. Furthermore, distinctions between school types highlighted themes such as the marketing of education, financial conditions, and shifting student profiles. This study guides administrators and stakeholders in fostering EFL teacher well-being.
