This article presents a conceptual and theoretical analysis of the relationship between principal spiritual leadership and teachers’ attitudes to work, drawing on Fry’s (2003) Spiritual Leadership Theory. It explores how key spiritual leadership constructs—vision, hope/faith, and altruistic love—can influence teacher outcomes such as job satisfaction, work engagement, professional commitment, and vocational purpose. Synthesising literature from educational leadership, organisational behaviour, and applied psychology, the article proposes a conceptual framework that positions spiritual leadership as a holistic approach capable of enhancing teacher well-being and performance across diverse educational contexts. While acknowledging the limited empirical
research directly linking spiritual leadership to teacher attitudes, the paper identifies emerging evidence supporting the theory’s applicability in various cultural and institutional settings. It further outlines a research agenda, recommending mixed-methods designs and ethically grounded methodologies to examine these relationships more rigorously. Policy and practice implications are discussed, emphasising the importance of integrating spiritual leadership principles into leadership training, school culture, and teacher support systems. The article concludes by advocating for a values-based paradigm of educational leadership that aligns organisational goals with the spiritual and emotional needs of educators, thereby contributing to more meaningful and sustainable school improvement.
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- Samson Okelarin (Author), 2025, Principal Spiritual Leadership Principles and Teachers’ Attitude to Work, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/1597677
