Effective leadership styles in enhancing school happiness among teachers of general education schools in Hafr Al-Batin Governorate (Qualitative Study Using Grounded Theory)

The study aimed to identify effective leadership styles that enhance school happiness among male and female teachers in general education schools in Hafr Al-Batin Governorate, adopting a qualitative approach based on grounded theory. Data were collected through semi-structured interviews with a purposive sample of 45 teachers, ensuring diversity in educational stage and years of experience, during the first semester of the academic year 1447/2025. The data were analyzed using MAXQDA software following the procedures of open, axial, and selective coding. The findings identified six leadership styles positively associated with school happiness: fair leadership, communicative leadership, motivational leadership, empowering leadership, social leadership, and leadership supportive of professional growth. The results further indicated that these styles constitute an integrated leadership system that enhances teachers’ trust, sense of belonging, and professional well-being. The study developed an explanatory theory emphasizing that effective school leadership represents the primary pathway to fostering professional happiness through justice, humane communication, teacher empowerment, the building of positive relationships, and the provision of professional development opportunities, thereby contributing to the improvement of educational quality.