Teachers are central to students' learning, facilitating knowledge and competencies essential for future life (Eurydice, 2021). In Europe, educational systems are under pressure: demographic shifts, rapid technological change, and a vocational crisis mean fewer young people enter teaching and many leave early (Council of the EU, 2020; Eurydice, 2021). Headteachers can help address these challenges by fostering work ability—an individual's capacity to meet the demands of their job (Cadiz et al., 2020)—through leadership practices that support teacher wellbeing, effective communication, and health awareness (Shiri & Bergbom, 2023).
This qualitative study, part of a larger project in the Czech Republic, draws on 44 in-depth interviews with lower-secondary school headteachers. Data were analysed using grounded theory methods (Charmaz, 2014; Corbin & Strauss, 2014).
Findings highlight four key domains where leadership supports teachers' work ability: (1) teaching practices (feedback, innovation, parent communication); (2) relational climate (mentoring, staff networking); (3) workload & organisational flexibility; and (4) health support (psychological services, wellness initiatives). Alongside these, we identified five leadership styles shaping how support is delivered: instructional-coaching, distributive-inclusive, participatory-democratic, managerial-administrative, and reputational-community-oriented. Each style offers advantages and potential risks (e.g. coordination friction, decision latency, reputational pressure).
These insights contribute to applied psychology by embedding teachers' work ability into the Job Demands-Resources model and providing a nuanced framework for understanding how leadership styles can strengthen resources, mitigate demands, and promote resilience and sustainability in the teaching profession.