This mixed methods research aimed to explore the interplay between leadership dilemmas related to teacher performance and the mental well-being of Heads of Departments (HoDs) in New Zealand state secondary schools. This aim was explored through a literature review and a mixed methods study. The methods involved an online survey which included the Warwick Edinburgh Mental Well-being Scale (Warwick Medical School, 2006) (59 participants), three semi-structured interviews, and methodological triangulation. Participants were all current HoDs employed in New Zealand state secondary schools. The research design was underpinned by a pragmatic response in relation to the research questions.

The literature review focused on two core areas: Understanding HoDs as middle leaders, and the positioning of leadership dilemmas within a Head of Department (HoD) role. The review established the core responsibilities expected of HoDs and three key sources of tension in the HoD role: managing teacher performance, time constraints, and balancing collegial relationship needs with the needsof the wider school. Leadership dilemmas were positioned within the wider umbrella of organisational learning. Leadership dilemmas involving managing teacher performance emerged as one of the most common types of leadership dilemmas experienced by HoDs and were accompanied by a range of learning processes and mental models. These findings helped to establish the questions asked in the online survey and semi-structured interviews.

Quantitative analysis of survey data revealed there was a moderate to high level of influence of HoD role responsibilities related to teacher performance on HoD mental well-being. Similarly, there was a moderate to high level of influence of HoD mental well-being on HoD engagement in role responsibilities. Managing leadership dilemmas were found to be negatively influential on HoD mental well-being. Leadership dilemmas were also influential on HoD engagement in role responsibilities. Their nature of influence was dependent on the HoD mental well-being state.

Qualitative thematic analysis of interview data revealed four key concepts for the ways in which HoDs were understanding and experiencing leadership dilemmas: HoD role expectations (I), the HoD as a person (II), learning processes (III), and hierarchy and politics (IV). The four concepts were found to be interconnected, inter-dependent, and influential on one another.

Methodological triangulation of the survey and interview findings resulted in the influences between HoD role responsibilities and HoD mental well-being being structured as three components: the nature of the associations (strength and direction), the origins and emergence of the influences (where they were stemming from), and the conditions of practice (what the influences looked like in practice). The influences were bi-directional and found to co-exist in a cyclic nature. Leadership dilemmas emerged at the centre of the cyclic influential relationship between HoD role responsibilities and HoD mental well-being, with metacognitive practices influencing, and being influenced by, the ways in which leadership dilemmas were understood by HoDs.

A key finding of this research was that leadership dilemmas need to be seen not just in terms of their two horns (organisational and relational needs) but also in terms of mental well-being. Recommendations which arose from the conclusions of the study were adjustments to the approaches for HoD professional learning and development to include mental well-being learnings, understanding (leadership) dilemmas, and metacognitive practices. A further recommendation was made to reduce HoD workload to further improve role performance and better support HoD mental well-being. These recommendations have the common goal of better supporting the HoD as a person and in their role, which in turn may indirectly contribute towards organisational learning aimed towards improving student outcomes.