Leaders and organizations worldwide faced tough decisions while responding to the complications of operating during the pandemic, COVID-19. Schools were not exempt from this mayhem. The rapid need for transition to virtual classrooms stressed teachers even as they battled with the virus. Teachers required a compassionate leader during the crisis. With stress at an all-time high, accompanied by uncertainty about the future, compassionate leadership was a crucial factor to navigate through such crises. Regarding compassionate leadership of school principals, researchers are yet to thoroughly study its conceptual and empirical relationship with teacher attitudes and behaviours. Although evolving research addresses the outcomes of compassionate leadership, little is known about how compassionate school principals impact work attitudes and behaviours of teachers. Hence, we present a broad theoretical framework of how compassionate leadership of school principals influences teacher work attitudes and job performance. Mainly, we analyse the relationships between compassionate leadership and teachers’ resilience, work engagement, psychological well-being, and job performance. We base our study on trust, positive emotions, and self-efficacy theories to explain the compassionate leadership process. We advance research propositions and discuss the implications for future research and compassionate leadership practices at schools.
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