Leadership as a Mediating Mechanism Between Contextual Pressures andTeacher Well-Being: A Study of International Schools in Jakarta, Indonesia

Abstract

This qualitative study investigated the interplay between contextual factors and school leadership in influencing teacher well-being in international schools in Indonesia. Employing a qualitative-dominant design with survey data (N=32) serving a supplementary triangulation role, the research examined how intense competition among schools and heightened parental expectations contributed to challenges in educator well-being and burnout. Crucially, it explored the perceived role of school leadership in mediating these pressures. Data collected through semi-structured interviews with five teachers from two International Baccalaureate (IB) schools were analyzed using thematic analysis through the lens of Conservation of Resources (COR) Theory, Self-Determination Theory (SDT), and the Socio-Ecological Framework. The findings revealed that while contextual pressures were significant stressors, their impact was not inevitable. School leadership emerged as the critical mediating variable, determining whether external demands overwhelmed teachers or were effectively mitigated. Leadership practices that were proactive, supportive, and empowering—fostering autonomy, providing meaningful professional development, and building collaborative community—were identified as the most effective mechanisms for safeguarding well-being. Conversely, unsupportive or inconsistent leadership exacerbated stress and accelerated burnout. The study concludes that enhancing teacher well-being in high-pressure environments requires deliberate focus on developing leadership capacity, positioning school leadership as the central mediating mechanism for cultivating a resilient, sustainable teaching workforce.