Abstract
This study explores the pivotal role of school leaders in promoting teachers' emotional well-being in disadvantaged public primary schools. It investigates how leadership practices and interventions can effectively support teachers in these challenging environments. Utilizing a qualitative research approach within the interpretivist paradigm, the study involved semi-structured interviews with 24 participants, including teachers, departmental heads, deputy principals, and principals from three disadvantaged schools. Data analysis, guided by Braun and Clarke's thematic analysis, revealed six key themes: the role of school leaders as ad hoc counsellors, the establishment of referral services, empathetic leadership, adherence to workplace ethics, the development of teachers' confidence, and fostering collaborative networks. The findings highlight the critical, yet unsustainable, emotional support roles assumed by school leaders in the absence of professional counsellors. Recommendations include providing professional mental health services, training leaders in emotional intelligence, developing referral systems, promoting ethical leadership, creating motivating environments, and encouraging collaborative networks. These measures are essential for enhancing teachers' emotional well-being and ensuring sustainable support in disadvantaged public schools.