PROMOTING TEACHERS' WELL-BEING FROM THE PERSPECTIVE OF EDUCATIONAL ADMINISTRATION

Abstract

Teacher well-being has become a central concern in educational administration because it is associated with teacher retention, instructional quality, and sustainable school improvement. This paper draws on recent scholarship on teacher well-being with particular attention to the role of school climate, administrative support, and professional collaboration. The discussion shows that teacher well-being is not only an individual psychological condition but also an organizational outcome shaped by leadership, workload, decision-making opportunities, relational trust, and access to professional resources. Based on this body of evidence, the paper discusses implications for educational administration and highlights limitations in the current literature, especially conceptual fragmentation, the frequent reliance on cross-sectional designs, and uneven geographic representation. The article concludes that educational administrators should adopt systemic and evidence-informed strategies that combine organizational redesign, supportive leadership, and collaborative professional cultures.