Abstract
This study investigated the role of transformational leadership practices on staff well-being in a private school in Oman. A total of 75 teaching and non-teaching staff participated in this study. A quantitative research design was employed, gathering data through a structured survey and was analysed using the Statistical Package for Social Sciences (SPSS) version 30 software. Descriptive and inferential statistical techniques were applied to determine the relationships between transformational leadership, contextual factors and staff well-being. This study revealed a moderately positive perception of transformational leadership among staff, with an overall mean score of 3.56 (Agree). Staff well-being and contextual domains both yielded a neutral mean score, while the lowest-scoring item (mean = 2.89) related to perceived inequity in benefits between local and expatriate staff, highlighting potential cultural or structural disparities. The study recommends embedding transformational leadership qualities across all departments of the school to promote sustainable staff well-being. These include fostering a workplace climate of appreciation and psychological safety, ensuring transparency in decision-making, while valuing diverse perspectives, embedding transformational leadership principles into policy frameworks, and prioritising development opportunities for members in leadership positions.