The Predictive Power of School Administrators’ Leadership Styles on Teachers’ Psychological Well- Being

Elif Nur Yarar; Emine Babaoğlan

Makale detayları

The Predictive Power of School Administrators’ Leadership Styles on Teachers’ Psychological Well- Being

Yazarlar:

Elif Nur Yarar | Emine Babaoğlan

Yayıncı:

Sakarya University

Ana Başlıklar:

Eğitim Yönetimi | Eğitimde Liderlik

Dergi:

Sakarya Üniversitesi Eğitim Fakültesi Dergisi Vol.25 Issue 1, pp.85-108

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001351520

pISSN:

1303-0310

Anahtar kelimeler:

Özet:

 This study examines the predictive power of administrators leadership styles on teachers psychological well-being. Administrators leadership levels and teachers psychological well-being levels are also determined according to teachers opinions, and their differentiation levels are analyzed according to sociodemographic variables. The study is quantitative research. Data were collected from 448 teachers working in primary schools, and secondary schools in the central district of Yozgat Province. In findings, teachers report high levels of psychological well-being. According to the teachers, administrators have a high level of laissez-faire leadership, while democratic and autocratic leadership styles are perceived as moderate. Laissez-faire leadership and psychological well-being levels significantly differ by gender, whereas autocratic leadership does not. Leadership styles and psychological well-being do not significantly vary based on education level, age, school type, or years of professional experience. Furthermore, psychological well-being is positively associated with democratic and laissez-faire leadership styles but it is negatively associated with autocratic leadership style.

 This study examines the predictive power of administrators leadership styles on teachers psychological well-being. Administrators leadership levels and teachers psychological well-being levels are also determined according to teachers opinions, and their differentiation levels are analyzed according to sociodemographic variables. The study is quantitative research. Data were collected from 448 teachers working in primary schools, and secondary schools in the central district of Yozgat Province. In findings, teachers report high levels of psychological well-being. According to the teachers, administrators have a high level of laissez-faire leadership, while democratic and autocratic leadership styles are perceived as moderate. Laissez-faire leadership and psychological well-being levels significantly differ by gender, whereas autocratic leadership does not. Leadership styles and psychological well-being do not significantly vary based on education level, age, school type, or years of professional experience. Furthermore, psychological well-being is positively associated with democratic and laissez-faire leadership styles but it is negatively associated with autocratic leadership style.

 This study examines the predictive power of administrators leadership styles on teachers psychological well-being. Administrators leadership levels and teachers psychological well-being levels are also determined according to teachers opinions, and their differentiation levels are analyzed according to sociodemographic variables. The study is quantitative research. Data were collected from 448 teachers working in primary schools, and secondary schools in the central district of Yozgat Province. In findings, teachers report high levels of psychological well-being. According to the teachers, administrators have a high level of laissez-faire leadership, while democratic and autocratic leadership styles are perceived as moderate. Laissez-faire leadership and psychological well-being levels significantly differ by gender, whereas autocratic leadership does not. Leadership styles and psychological well-being do not significantly vary based on education level, age, school type, or years of professional experience. Furthermore, psychological well-being is positively associated with democratic and laissez-faire leadership styles but it is negatively associated with autocratic leadership style.

 Bu araştırmada yöneticilerin liderlik stillerinin öğretmenlerin psikolojik iyi oluş düzeylerini yordama gücü incelenmiştir. Ayrıca öğretmen görüşlerine göre yöneticilerin liderlik düzeyleri ve öğretmenlerin psikolojik iyi oluş düzeyleri belirlenerek, sosyodemografik değişkenlere göre farklılaşma düzeyleri ele alınmıştır. Araştırma nicel araştırma yöntemiyle gerçekleştirilmiştir. Yozgat İli Merkez İlçede bulunan Anaokulu, İlkokul ve Ortaokulda görev yapan 448 öğretmenden veri toplanmıştır. Araştırmada öğretmenlerin psikolojik iyi oluş düzeyleri yüksek bulunmuştur. Öğretmen görüşlerine göre okul yöneticilerinin tam serbestlik tanıyan liderlik stili yüksek düzeyde, demokratik ve otokratik liderlik stili orta düzeydedir. Okul yöneticilerinin tam serbestlik tanıyan liderlik stilleri ve psikolojik iyi oluşu cinsiyete göre anlamlı fark göstermektedir. Otokratik ve tam serbestlik tanıyan liderlik stilleri cinsiyete göre fark göstermemektedir. Liderlik stilleri ve psikolojik iyi oluş eğitim düzeyi, yaş, okul türü ve mesleki kıdeme göre anlamlı fark göstermemektedir. Öğretmenlerin psikolojik iyi oluşları demokratik liderlik stili ve tam serbestlik tanıyan liderlik stiliyle pozitif; otokratik liderlik stiliyle negatif ilişkilidir.

Makale detayları

The Predictive Power of School Administrators’ Leadership Styles on Teachers’ Psychological Well- Being

Yazarlar:

Elif Nur Yarar | Emine Babaoğlan

Yayıncı:

Sakarya University

Ana Başlıklar:

Eğitim Yönetimi | Eğitimde Liderlik

Dergi:

Sakarya Üniversitesi Eğitim Fakültesi Dergisi Vol.25 Issue 1, pp.85-108

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001351520

pISSN:

1303-0310

Democratic Leadership

Autocratic Leadership

laissez-faire leadership

Subjective Well-Being

Psychological Well-BeingDemokratik Liderlik

Otokratik Liderlik

Tam Serbestlik Tanıyan Liderlik

Öznel İyi Oluş

Psikolojik İyi Oluş

Sayı

Makale detayları

Yazarlar: Elif Nur Yarar | Emine Babaoğlan

Yayıncı: Sakarya University

Ana Başlıklar: Eğitim Yönetimi | Eğitimde Liderlik

Dergi: Sakarya Üniversitesi Eğitim Fakültesi Dergisi Vol.25 Issue 1, pp.85-108

Belge Tipi: Makale

Yayın Tarihi: 6/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001351520

pISSN: 1303-0310

Sayı

Yazarlar:

Elif Nur Yarar | Emine Babaoğlan

Yayıncı:

Sakarya University

Ana Başlıklar:

Eğitim Yönetimi | Eğitimde Liderlik

Dergi:

Sakarya Üniversitesi Eğitim Fakültesi Dergisi Vol.25 Issue 1, pp.85-108

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001351520

pISSN:

1303-0310