Exploring the relationship among pedagogical leadership, dignity, quiet quitting, and motivation in education

Abstract

This study examines how pedagogical leadership relates to teachers’ dignity, motivation, and quiet quitting, a gradual form of psychological and behavioral withdrawal shaped by the leadership, relational, and motivational conditions teachers experience at school. Although pedagogical leadership, dignity, and motivation have each been linked to teacher wellbeing and performance, few studies have examined how these factors jointly relate to quiet quitting. Addressing this gap is essential for identifying leadership practices that sustain teachers’ dignity and motivation while reducing quiet quitting. Accordingly, this study investigates the relationships among pedagogical leadership, teachers’ dignity, motivation, and quiet quitting in educational settings. Pedagogical leadership was strongly and positively correlated with dignity, and moderately and positively correlated with teacher motivation. It was also moderately and negatively correlated with quiet quitting. Dignity was moderately and positively correlated with motivation and moderately and negatively correlated with quiet quitting. Quiet quitting was moderately and negatively correlated with motivation. All of these correlations were statistically significant. However, pedagogical leadership did not have a significant direct effect on quiet quitting. Overall, the findings underscore the role of pedagogical leadership in strengthening teachers’ dignity and motivation, thereby contributing to healthier and more effective school environments.