Abstract
Teacher well-being is increasingly recognised as a cornerstone of educational quality, influencing both teacher retention and learner performance. In South Africa’s under-resourced township schools, teachers face challenges such as overcrowded classrooms, limited resources, and excessive administrative demands, which place significant strain on their well-being. This study explored the role of school leadership in enhancing teacher well-being in no-fee secondary schools in the Free State province. Grounded in transformational leadership theory, the research employed a qualitative, phenomenological design using semi-structured interviews with twelve teachers and three principals. Thematic analysis revealed that leadership presence, recognition, and teacher participation in decision making contributed positively to well-being, while systemic constraints and cultural resistance posed challenges. Compassionate flexibility, shared leadership, and transparent communication emerged as the most effective leadership practices. The study concludes that empathetic, inclusive, and visionary leadership can buffer teachers against systemic hardships and create supportive professional environments in disadvantaged contexts.