Abstract
During the COVID-19 pandemic teachers’ mental wellness became an area of concern. The focus of this study was to investigate the role of principals in supporting the mental wellness of teachers. A generic qualitative study was conducted framed within a constructivist paradigm. Data collection occurred by means of individual interviews with seven expat teachers who worked in private schools across the UAE during the pandemic. The findings suggest that health concerns, excessive workload, online learning, isolation, and being unable to support family were threats to the mental wellness of teachers during COVID-19. Teachers coped with elevated levels of stress using different strategies, such as reaching out to friends and family, turning to their faith and taking on hobbies. Teachers were of the view that principals were neither trained nor prepared for any situation like this. However, during times of crises, teachers required greater support from principals with regards to personal communication, motivation, empathy and caring. The study recommends training for principals to deal with crises and programmes to equip teachers with coping skills. It is further recommended that laws and regulations be formulated to protect teachers from unjustified salary cuts, layoffs, and/or excessive work assignments as well as internal protocols and procedures detailing possible courses of action in times of crises.
KEYWORDS: COVID-19, mental wellbeing, mental wellness, principals, school leaders, teacher stress, United Arab Emirates