Investigating the relationship between instructional leadership and teacher well-being: A moderated mediation analysis of PISA 2022

Guided by the job demands-resources model, a moderated mediation analysis was conducted to explore the relationship between teachers’ perceived instructional leadership and well-being, with teachers’ workload stress as the mediator and autonomy support as the moderator, using data from 46,563 secondary school teachers in the PISA 2022 survey. The results revealed that instructional leadership significantly positively predicted teacher well-being across 15 participating countries and regions, and this relationship was partially mediated by teachers’ workload stress. Perceived autonomy support was found to moderate the detrimental effect of workload stress on teacher well-being. The implications of these findings are discussed.