How effectively does school leadership communicate important information (e.g., policies, updates, goals) to teachers?

How well does school leadership support teachers' professional growth through resources, training, and opportunities?

How approachable are school leaders when teachers need guidance or have concerns?

How clear and effective is the vision and direction set by school leadership for the school’s growth and development?

How well does school leadership recognize and appreciate the efforts and contributions of teachers?

How well does school leadership empower teachers by giving them autonomy and involving them in decision-making?

How effectively does school leadership support teachers in addressing the diverse academic and emotional needs of students?

Overall, how satisfied are you with the leadership and management at your school?

What do you appreciate most about the leadership’s approach to supporting teachers and fostering a positive school environment?

To be honest, what I appreciated most was the politeness on the surface, such as smiles and thank yous. Beyond that, there was not much meaningful support to hold onto. Most days, I felt more alone than supported. I kept hoping for leadership that actually listened, asked teachers what was happening on the ground, or engaged in real conversations. Instead, decisions came down quietly without explanation or teacher input. The positivity felt surface level, and it rarely turned into anything that made the school environment more supportive or functional.

What improvements, if any, would you suggest to enhance the support or effectiveness of school leadership?

Leadership needs to take time to listen to teachers and involve them in decision making. I often felt like I was talking into a vacuum with no follow up, no clarity, and no sense that our expertise mattered. A clearer school vision is also needed. It felt like the school was being run with an old and outdated playbook that did not reflect the realities of the students or staff. Consistent academic and disciplinary support is another major area. Teachers should not feel like they are on their own when a parent pushes back or when a student situation escalates. Leadership stepping in only to smooth things over instead of addressing real issues makes the job harder and creates instability.

Can you share an example of how leadership has positively and/or negatively impacted your teaching experience or your students’ success?

There were several times when disciplinary or academic issues came up, and I was left standing on my own. If a student situation escalated or a parent became confrontational, I genuinely did not know whether leadership would support me or step aside. That kind of uncertainty affects your confidence as a teacher. Academically, there were moments when it felt like the priority was maintaining the appearance of success rather than the integrity of actual teaching and learning. Pressure to keep things looking good on paper, unclear expectations, and inconsistent follow through all had a negative effect on both teaching and student outcomes.