The Relationship Between Empowering Leadership Behaviors of School Principals and Teachers' Self-Efficacy Perceptions and Job Satisfaction Levels

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dc.contributor.authorDagli, Emine
dc.contributor.authorKalkan, Fatma
dc.date.accessioned2024-09-18T20:16:49Z
dc.date.available2024-09-18T20:16:49Z
dc.date.issued2021
dc.departmentHatay Mustafa Kemal Üniversitesien_US
dc.description.abstractThis study aims to examine the relationship between empowering leadership behaviors of school principals and teachers' self-efficacy perceptions and job satisfaction levels. 260 teachers working in the Antakya district of Hatay province and selected by the stratified sampling method participated in the study. The Empowering Leadership Questionnaire, Teacher Self-Efficacy Belief Scale, Minnesota Job Satisfaction Scale were used to collect research data. Descriptive statistics, regression analysis, and path analysis were used to analyze the data. The findings of the study show that according to teachers' perceptions, school principals' empowering leadership behaviors are high. Similarly, it was found that teachers' self-efficacy perceptions and job satisfaction were also at a high level. Again, research findings reveal that there are moderate and positive relationships between empowering leadership behavior, self-efficacy, and job satisfaction. Empowering leadership behavior and self-efficacy are significant predictors of job satisfaction. Self-efficacy has a partial mediating effect on the relationship between empowering leadership behavior and job satisfaction. Based on the findings of the study, it was concluded that the empowering leadership behaviors of school principals, who play an important role in teachers' job satisfaction, have this effect on teachers' self-efficacy.en_US
dc.identifier.doi10.15390/EB.2021.10083
dc.identifier.endpage123en_US
dc.identifier.issn1300-1337
dc.identifier.issue208en_US
dc.identifier.scopus2-s2.0-85123826162en_US
dc.identifier.scopusqualityQ3en_US
dc.identifier.startpage105en_US
dc.identifier.trdizinid492377en_US
dc.identifier.urihttps://doi.org/10.15390/EB.2021.10083
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/492377
dc.identifier.urihttps://hdl.handle.net/20.500.12483/9767
dc.identifier.volume46en_US
dc.identifier.wosWOS:000765227900005en_US
dc.identifier.wosqualityQ4en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.indekslendigikaynakTR-Dizinen_US
dc.language.isoenen_US
dc.publisherTurkish Education Assocen_US
dc.relation.ispartofEgitim Ve Bilim-Education and Scienceen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectEmpowering leadership behavioren_US
dc.subjectSelf-efficacyen_US
dc.subjectJob satisfactionen_US
dc.subjectElementary school teachersen_US
dc.subjectSchool principalen_US
dc.titleThe Relationship Between Empowering Leadership Behaviors of School Principals and Teachers' Self-Efficacy Perceptions and Job Satisfaction Levelsen_US
dc.typeArticleen_US

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