Senior Leadership Team Communication and Educators’ Stress: Implications for Policymakers

Abstract

The way Senior Leadership Teams (SLTs) communicate with educators comprising teachers and Learning Support Assistants (LSEs) can make a difference on their stress. This paper examines this relationship in depth through the use of quantitative data collected from 296 questionnaire responses submitted by educators, and qualitative data elicited from eight interviewed participants (four SLT members and four educators working in Maltese primary, middle and secondary state schools). The study showed that when SLTs use different means of communication, create opportunities for educators to communicate, and are open to such communication, this reduces negative stress in educators.