Transformational and empathetic leadership in building supportive school work environments: evidence from K–12 schools in Da Nang city, Vietnam
DOI:
https://doi.org/10.64171/JAES.6.1.43-56Keywords:
Transformational and Empathetic, Building supportive, School work environments, Evidence from K-12 schoolsAbstract
Teacher well-being and supportive work environments have become global priorities as education systems confront increasing workload demands, emotional labor, and widespread teacher attrition. In Vietnam, ongoing reforms, including the competency-based General Education Curriculum 2018 and the forthcoming Teacher Law 2025, intensify expectations for teachers and place greater responsibility on school leaders to cultivate humane, collaborative, and motivating workplaces. This study examines how transformational and empathetic leadership practices shape supportive work environments in K–12 schools in Da Nang City, a rapidly developing urban center recognized for administrative innovation yet facing emerging challenges related to teacher stress and organizational pressures. Drawing upon School Climate Theory and Self-Determination Theory, the study proposes and tests a structural model linking leadership behaviors to teacher motivation through the mediating effects of emotional support and perceived school climate. Data were collected from 50 teachers and administrators across public and private schools in Da Nang. Using Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM), four latent constructs were validated: Leadership Support, School Climate, Emotional Support, and Motivation–Engagement. Results indicate that leadership has a strong positive influence on emotional support and school climate; however, emotional support, not school climate, is the strongest predictor of intrinsic motivation. Emotional support also partially mediates the relationship between leadership and motivation. The findings provide theoretical insights into leadership emotion mechanisms and practical implications for implementing Vietnam’s Teacher Law 2025 and improving teacher well-being in rapidly changing educational contexts.
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