Wellbeing at Work · Leadership · School organization · Principal · Psychological safety · Clarity of roles · Interaction · Participation · Work supervision · Structures · Community spirit · Staff Wellbeing

Wellbeing at work does not happen by chance or on its own but is based on systematic leadership and management practices visible in everyday life. A case study of the experiences of staff at a school showed that the presence of leadership, clarity of roles, and open interaction in particular have a direct impact on how work is perceived. This article presents what was learned in the work community and how the findings can be utilized in other school organizations.

Schools are multi-professional work environments where everyday life is full of fast-paced situations, decisions, and simultaneous, often conflicting expectations. Curricula, support needs, meetings with guardians, changes, and unpredictable situations place a strain on staff. At the same time, schools should be safe and predictable environments for both students and teaching professionals. In such an operating environment, well-being at work cannot be left to individual projects or random initiatives but must be managed on a long-term basis. A case study of a school organization examined how management, everyday structures, and interactions are reflected in staff well-being.

Why is leading well-being at work critical in school organizations

School staff face constant change in their work: students’ support needs are becoming more diverse, the service network is extensive, and both pedagogical and educational goals are emphasized. Without clear structures and guided cooperation, the workload can become unevenly distributed, responsibilities can remain unclear, and the common direction can become blurred. This quickly manifests itself as stress, feelings of inadequacy, and tension in the work community.

Leading well-being at work does not just mean individual well-being days or surveys. It means that management takes into account the rhythm of everyday life, the division of labor, the quality of interaction, and how staff are involved in decision-making. When these factors are in balance, staff can focus on their core task – supporting students’ growth and learning.

What did the case study reveal about well-being at work

The case study revealed that staff felt that well-being at work was enhanced when leadership was present in everyday life. This meant, for example, that supervisors were available, participated in joint discussions, and were interested in staff observations of everyday life. When the reasons behind decisions were explained and issues were communicated on time, uncertainty decreased and trust increased.

Another key finding was the importance of roles and responsibilities. When everyone knew their own tasks, their limits, and who to ask for help when needed, everyday life ran more smoothly. Unclear responsibilities, on the other hand, created situations where staff began to make decisions independently that were contrary to the guidelines. This increased frustration, feelings of unfairness, and blurred power relations.

Leadership practices that supported staff

The case study identified several leadership practices that supported well-being at work. One of these was regular, structured time spent together. Joint meetings, which dealt with both current issues and longer-term development, were considered important. When staff can share their observations and ideas, their sense of involvement is strengthened.

Clear rules for interaction and feedback were also identified as important. An open but respectful culture of discussion made it easier to raise even challenging issues. When staff felt that critical feedback was also allowed and dealt with constructively, psychological safety increased. Psychological safety refers to the feeling that you can express your own views and unfinished thoughts in the work community without fear of humiliation or punishment.

Lessons learned for other school organizations

Based on the case study, several lessons can be identified that are transferable to other school organizations.

• First, leading Wellbeing at Work requires clear responsibilities: it must be agreed who monitors the well-being of staff and what indicators are used.
• Secondly, consulting staff cannot be a random occurrence; time and structure must be set aside for it throughout the school year.
• Thirdly, it is also important for management to recognize the well-being of their own superiors. Principals often bear a great deal of responsibility for both pedagogical and administrative management. Without sufficient support and guidance, their workload increases, which is reflected in the entire work community. Leading well-being at work is a task for the whole organization, not just the responsibility of a single person.

Checklist for principals

The following concise checklist summarizes the key findings of the case study to support practical implementation:

• Do employees have a clear understanding of their roles and responsibilities?
• Is leadership visible in everyday work — in what situations and how?
• Is the culture of interaction such that differing opinions and concerns can be raised safely?
• Have concrete methods been agreed upon for monitoring well-being at work (e.g., regular discussions, surveys, work guidance)?
• How is it ensured that supervisors receive support for their own work and well-being?

Well-being at work in schools is strengthened when leadership is present in everyday life, roles and responsibilities are clear, and interaction is open — the practices that arise from these principles can be transferred to other schools as well.