Okul Müdürlerinin Dönüşümcü Liderlik Özelliklerinin Öğretmenlerin Öznel İyi Oluşları ile İlişkisi

Abstract

The purpose of this study was to determine the relationship between transformational leadership behaviors of school principals and teachers' subjective well-being. Quantitative correlational study was used for the study and carried out with 517 teachers. “Transformational Leadership Questionnaire” developed by Bass and Avolio (1995) and adapted to Turkish culture by Töremen and Yasan (2010) and “Teacher Subjective Wellbeing Questionnaire” developed by Renshaw, Long ve Cook (2015) adapted to Turkish culture by Ergün and Nartgün (2017) were applied to teachers. According to the results, it has been observed that teachers’ views on school principals’ transformational leadership characteristics were at a high level. It has been concluded that teachers’ views on school principals’ transformational leadership characteristics indicate a significant difference according to variables gender, seniority, age and duration of work at school but, it is concluded that in terms of educational status and marital status did not difference significantly. It is seen that teachers who participated in the study had a high level of opinions about their subjective well-being. It is concluded that according to the variables of educational status and marital status did not difference significantly but, it is concluded that there is a significant difference according to the variables of gender, seniority, age and duration of work at school. It is observed that there is a positive, significant, low relationship between school principals’ transformational leadership characteristics and teachers’ subjective well-being. It has been determined that the transformational leadership characteristics of school principals was a significant predictor of teachers’ subjective well-being.