Educational leadership profoundly shapes academic outcomes and the wellbeing of school staff, but workplace aggression undermines respect, fairness and collaboration, impacting entire school communities. As someone deeply committed to creating equitable educational spaces, this issue feels both urgent and personal. I have witnessed – and at times experienced – the damaging effects of poor leadership on morale, confidence and professional belonging. These experiences have reinforced my belief that leadership is not just about strategy but about fostering environments where staff feel valued, supported and empowered.

By addressing these challenges, leaders can build schools where both staff and students thrive. Recent research by Zhong et al. (2024) provides valuable insights into how workplace aggression impacts performance and offers practical strategies for fostering healthier, more collaborative school environments. In this blog post, I explore the five mechanisms from their study and their implications for education.

1. Relationship quality

Strong workplace relationships are key to a supportive school culture, but aggressive leadership undermines trust and collaboration. For instance, a toxic culture of fear, favouritism and inequality stifled open communication at a top London academy (see Millar, 2021), while a US district faced high staff turnover due to poor leadership (Ingersoll & Smith, 2003). To build trust, leaders should focus on transparency, team building, and open communication through feedback loops, peer support, and collaboration-focused professional development.

‘Strong workplace relationships are key to a supportive school culture, but aggressive leadership undermines trust and collaboration.’

2. Justice perception

Perceived fairness is crucial for staff satisfaction, while aggression signals injustice, leading to disengagement and harm. Unchecked racism in a UK primary school eroded trust and caused reputational damage, echoing Australian findings where inequitable practices heightened dissatisfaction (Ehrich et al., 2015). Leaders must enforce equitable policies, foster inclusive dialogue, and ensure accountability through grievance mechanisms and restorative practices.

3. Psychological strain

Workplace aggression is a significant stressor, draining emotional and mental energy. This is evident in a UK multi-academy trust, where bullying leadership lowered morale and engagement (see Booth, 2022). Globally, studies report similar patterns, such as in Japan, where teacher burnout correlates with unsupportive leadership (Ishibashi et al., 2022). Proactive support for staff wellbeing is essential. Leaders can implement stress-management workshops, offer access to mental health resources, and establish early warning systems to address strain before it escalates.

4. Negative affect

Aggressive environments foster frustration and anxiety, harming performance. A UK primary school’s ‘dictatorship’ culture led to low morale and productivity (see Moore-Bridger, 2015), while Lambersky (2016) found hostile leadership in US schools diminished teacher morale and commitment, increasing turnover. Leaders can counter this by modelling constructive communication, promoting emotional safety, and investing in emotional intelligence training.

5. State self-evaluation

Aggressive leadership that undermines self-worth erodes confidence, motivation and staff retention. Ofsted has asserted that poor leadership is a key factor in the rising number of failing secondary schools (see Tran & Weale, 2014). Conversely, Finnish research demonstrates that supportive leadership enhances self-efficacy and job satisfaction (Hakanen et al., 2006). Celebrating achievements, offering constructive feedback, and fostering professional growth are essential to restoring motivation and creating a thriving school culture.

Conclusion

Workplace aggression impacts the entire school community, not just individuals. By addressing its root causes, leaders can transform toxic environments into nurturing ones. Examples from Finland and Canada show that prioritising trust, collaboration and teacher wellbeing leads to higher morale, productivity and student success.

Educational leaders must address workplace aggression as a systemic issue, requiring sustained, holistic solutions. The five mechanisms outlined by Zhong and colleagues (2024) provide a clear framework for understanding how aggression undermines performance and wellbeing. By adopting evidence-based strategies, such as promoting fairness, fostering wellbeing, and enhancing communication, alongside global best practices, leaders can create respectful, inclusive and thriving school communities. Supportive leadership is not just beneficial – it is essential for the future of education.

References

Booth, S. (2022, November 9). DfE academy troubleshooter banned from teaching for ‘bullying’ staff. Schools Week. https://schoolsweek.co.uk/dfe-academy-troubleshooter-banned-from-teaching-for-bullying-staff/

Ehrich, L. C., Harris, J., Klenowski, V., Smeed, J., & Spina, N. (2015). Ethical leadership in Australian schools: Evidence from principals’ perceptions of practice. Journal of Educational Administration, 53(3), 271–289. https://doi.org/10.1108/JEA-10-2013-0110

Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43(6), 495–513. https://doi.org/10.1016/j.jsp.2005.11.001

Ingersoll, R. M., & Smith, T. M. (20o3). The Wrong Solution to the Teacher Shortage. Educational Leadership, 60(8), 30–33. https://www.gse.upenn.edu/pdf/rmi/EL_TheWrongSolution_to_theTeacherShortage.pdf

Ishibashi, S., Tokunaga, A., Shirabe, S., Yoshida, Y., Imamura, A., Takahashi, K., Kawano, K., Iwanaga, R., & Tanaka, G. (2022). Burnout among kindergarten teachers and associated factors. Medicine, 101(38) https://doi.org/10.1097/MD.0000000000030786

Lambersky, J. (2016). Understanding the human side of school leadership: Principals’ impact on teachers’ morale, self-efficacy, stress, and commitment. Leadership and Policy in Schools, 15(4), 411–426. https://doi.org/10.1080/15700763.2016.1181188

Millar, F. (2021, August 4). Allegations of ‘toxic’ working environment at top London school. Guardian. https://www.theguardian.com/education/2021/aug/04/allegations-of-toxic-working-environment-at-top-london-school-holland-park

Moore-Bridger, B. (2015, December 3). Primary school head is suspended after claims of bullying and racism. Standard. https://www.standard.co.uk/news/london/primary-school-head-is-suspended-after-claims-of-bullying-and-racism-a3129001.html

Tran, M., & Weale, S. (2014, December 10). Ofsted chief blames poor leadership for rise in failing secondary schools. Guardian. https://www.theguardian.com/education/2014/dec/10/ofsted-chief-poor-leadership-rising-number-failing-secondary-schools

Zhong, R., Yao, J., Wang, Y., Lyubykh, Z., & Robinson, S. L. (2024). Workplace aggression and employee performance: A meta-analytic investigation of mediating mechanisms and cultural contingencies. Journal of Applied Psychology. https://doi.org/10.1037/apl0001244