Abstract
This multi-site case study examined how school leadership practices influence novice teacher well-being, support, and retention in four Title I elementary schools within a large suburban district. Grounded in Self-Determination Theory, the study explored how supports related to competence, relatedness, and autonomy influenced the experiences of new teachers.
Data were collected through a survey, teacher focus groups, and principal interviews. Cross-case analysis revealed that mentoring and coaching, professional development, collaboration and team planning, and organizational support were associated with new teacher well-being. Conversely, misalignment between leadership intentions and teacher experiences, particularly regarding workload and emotional support, contributed to stress and diminished well-being.
Findings highlight the essential role of principals in designing integrated systems of support for novice teachers. Recommendations include a focus on workload management, differentiated mentoring, collaborative, non-evaluative planning, timely professional development, and emotional check-ins to normalize well-being.
