Supporting teacher pedagogical wellbeing through teacher learning communities: A leadership perspective

Teacher pedagogical wellbeing is a newly emerging construct which merges teacher self-efficacy with job satisfaction. In essence, what it means to be a ‘good’ teacher and how that affects one’s self esteem. This study aims to inform policy and practice on how school leaders can effectively implement teacher learning communities to enhance teacher pedagogical wellbeing. Four primary school teachers with leadership responsibilities and in-depth knowledge of the subject matter, were purposively selected. Data were gathered from semi-structured interviews and the use of a research diary. Open coding and a framework approach were used to analyse the data. School leadership was found to have a pivotal role in the creation of a school culture in which teacher pedagogical wellbeing is prioritised. Implementing teacher learning communities was found to boost teacher pedagogical wellbeing by supporting teachers to develop and evaluate pedagogical activities and develop positive relationships with students and colleagues. An empathetic leadership style, creating a healthy work environment and empowering staff to utilise their potential were found to be fundamental.