Kilinc, Ali CagataySavas, GokhanAtmaca, TanerDolapci, ErhanCevik, Salih2026-07-012026-07-0120252148-2624https://doi.org/10.14689/enad.44.0006https://search.trdizin.gov.tr/tr/yayin/detay/1360267https://hdl.handle.net/20.500.12684/23367This qualitative case study examines the leadership strategies of a primary school principal in promoting teacher well-being within a disadvantaged part of T & uuml;rkiye. Employing Leithwood's (2012) school leadership framework as a theoretical base, our study aims to uncover the leadership strategies employed by a school principal to enhance teacher well-being. Semi-structured interviews were conducted with 11 staff members from the case study school, including the principal, two assistant principals, and eight teachers. Data analysis provided valuable insights into the leadership strategies employed by the principal to influence teacher well-being. Findings suggest that principals play a pivotal role in fostering teacher well-being by providing clear direction ,fostering professional development, creating a supportive organizational climate, and enhancing instructional practices. The study adds nuance to the global school leadership literature by underscoring the importance of effective leadership in promoting teacher well-being in disadvantaged school contexts and offers implications for practice and policyen10.14689/enad.44.0006info:eu-repo/semantics/closedAccessCase StudyDisadvantaged SchoolSchool PrincipalTeacher Well-BeingCase StudyDisadvantaged SchoolSchool PrincipalTeacher Well-BeingArticle441360267WOS:001630064100006Q40000-0003-2257-768X0000-0003-0690-87330000-0001-9157-31000000-0001-9472-578X