Abstract
School leaders played a key role in encouraging collaboration, providing learning opportunities, and boosting teachers' well-being in their teaching careers. Although the importance of staff well-being was widely acknowledged, research on the impact of management practices remained limited. The study used the Job Demands-Resources theory as a relevant theoretical framework since it explain the factors of stress and motivation in the workplace, providing insights on employee health and well-being. This research investigated the influence of educational leadership on staff well-being in UAE educational institutions, focusing on three key themes: leadership styles, barriers to well-being, and improvement strategies. Through qualitative analysis of interviews with 11 educators, including teachers and administrators, the study revealed how leadership approaches directly influence staff morale and job satisfaction. The findings indicated that authoritarian leadership increased stress and disengagement, with teachers describing strict, top-down decision-making that overlooks their expertise. In contrast, transformative and compassionate leadership promoted collaboration and well-being, as demonstrated by principals who actively supported staff needs and professional development. Major obstacles included excessive workloads, cultural divisions, and a lack of parental support, with instructors reporting unsustainable demands and institutional disparities in resource distribution. To promote staff well-being, schools can offer anonymous counseling services and establish recognition systems like "Teacher of the Month" awards with tangible rewards. Inclusivity may be improved by organising mixed-culture committees to reduce staff well-being in UAE educational settings.