ABSTRACT

This study examined the relationship between school principals’ shared leadership behaviours and teachers’ job satisfaction with the mediating effect of teachers’ self-efficacy perceptions. In this context, the main aim of this study is to contribute to the international literature in the field of educational administration regarding the effect of leadership on job satisfaction. Correlational cross-sectional research method was used in the research. Data were collected from a total of 384 teachers in 10 provinces in the western, central, and eastern regions of Turkey. Structural equation modelling was used to analyze structural relationships among variables. It was found in the research that shared leadership behaviours of principals had both direct and indirect effects on teachers’ job satisfaction through teacher self-efficacy. The evidence from this study suggests that leadership practices that involve employees in decision-making processes and encourage cooperation in schools contribute to increasing teachers’ job satisfaction by improving teacher self-efficacy.

摘要

本研究考察了校长共享领导行为与教师工作满意度之间的关系，以及教师自我效能感的中介作用。在这种情况下，本研究的主要目的是为教育管理领域有关领导力对工作满意度影响的国际文献做出贡献。研究采用相关横断面研究方法。数据来自土耳其西部、中部和东部地区 10 个省的 384 名教师。结构方程模型用于分析变量之间的结构关系。研究发现，校长的共同领导行为通过教师自我效能感对教师的工作满意度有直接和间接的影响。