Exploration of the relationship between health-promoting leadership behaviours and employee job satisfaction and wellbeing within a New Zealand high school context : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University, Albany, New Zealand

Abstract

The purpose of this study was to examine the perspectives of a sample of secondary school teachers in Aotearoa, New Zealand, on health-promoting leadership behaviour. In particular, the aim was to understand the teachers' perspectives on what their leaders did to support their overall job satisfaction and wellbeing. Defined as utilising positive leadership approaches, health-promoting leadership is thought to be instrumental in influencing employee wellbeing and health outcomes indirectly by focusing on changing the working conditions of employees (Mokoaleli, 2022). This study aimed to fill a gap in the academic literature on understanding the behaviours that reflect healthy leadership within the New Zealand secondary education sector, as perceived by teachers. This study was based on the Job Demands-Resources model, employing thematic analysis of qualitative, semi-structured interviews. Interviews were conducted with seven experienced full-time secondary teachers in Auckland, New Zealand. Analysis of the interview data revealed an overarching theme of trust in leadership as a key factor in supporting teacher wellbeing and job satisfaction. Trust was established through regular and consistent check-ins such as conversations, meetings, and general catch-ups. Through these check-ins, teachers were able to grow, develop, and feel satisfied with improved wellbeing and a reduced likelihood of burnout. Outcomes from this study may provide further insight into how leaders can support individuals’ health and wellbeing, enhancing knowledge of the behaviours linked to positive outcomes of wellbeing and job satisfaction.