The impact of leader–member interaction on teacher motivation

Leader–Member Interaction Theory argues that the quality of individual relationships established between leaders and their subordinates can lead to different organizational outcomes. The purpose of this study is to examine the impact of school principals' leader–member interaction approaches on teacher motivation. In educational institutions, the nature of the relationship established between school principals, who occupy leadership positions, and teachers plays a decisive role in teachers' job satisfaction, organizational commitment, professional performance, and motivation. In this context, the study aims to reveal how high- and low-quality leader–member relationships are reflected in teacher motivation. The study was designed using a relational survey model based on a quantitative research approach. The sample of the research consisted of 858 teachers. As a result of the analysis of the data obtained from teachers' opinions, it was determined that male participants had higher mean scores across all dimensions. In terms of the age variable, significant differences were found only in the dimensions of teacher motivation and external factors; according to educational level, significant differences were identified in the dimensions of leader–member interaction, affect, professional respect, and teacher motivation. In addition, significant differences were found in various sub-dimensions related to leader–member interaction and teacher motivation according to school type, professional seniority, length of service at the current school, duration of working with the principal, place of residence, employment status, and the number of teachers in the school. The findings of the study indicate that there are positive and significant relationships between leader–member interaction and teacher motivation. Accordingly, it was concluded that school principals' adoption of a trust-based, supportive, and inclusive leadership approach increases teacher motivation, whereas distant, exclusionary, and one-way communication styles lead to decreased motivation and burnout among teachers.