Investigating the Relationship Between Leadership Practices and ESL Teacher Job Satisfaction

Abstract

This study investigates the intricate relationship between leadership practices and job satisfaction among English as a Second Language (ESL) teachers in higher educational institutions in, Pakistan. Drawing upon in-depth interviews with 16 ESL teachers, the thematic analysis explores the nuanced dynamics of supportive leadership, the catalytic role of tailored professional development, and the multifaceted nature of job satisfaction. The findings underscore the significance of cultivating a supportive leadership culture and investing in targeted professional development initiatives to enhance the overall well-being and effectiveness of ESL educators. The study contributes valuable insights to the discourse on educational leadership, offering practical recommendations for institutions seeking to create environments conducive to ESL teacher satisfaction in diverse educational settings.