Investigation of the relationship between motivation to lead, work environment and leadership self-efficacy

It is essential to have knowledge of the process that affect teachers' motivation to lead, to comprehend the emergence of school leaders who are the heart of educational institutions. Therefore, it is important to examine the extent to which individual and organizational variables predict teachers' motivation to lead (MTL). In this research, the relationship between MTL, work environment, and leadership self-efficacy was examined according to the views of teachers. A quantitative research method was adopted, and a cross-sectional research design was used in the study. The study group consists of 226 teachers working in schools in Ankara province during the 2022-2023 academic year. The sampling type of the research is the convenience sampling type, which is one of the non-probability sampling types. The data collection instruments were delivered to the participants online. The "Work Environment Scale," "Motivation to Lead Scale," and "Leadership Self-Efficacy Scale" were used to collect the data. The data were analyzed using the SPSS 25.0 program. Non-parametric analyses and multiple linear regression were used in the analysis of the obtained data. According to the research findings, there is a significant relationship between teachers' MTL and their perceptions of leadership self-efficacy. However, there is no significant relationship between teachers' MTL and their perceptions of the work environment. Additionally, significant relationships were found between teachers' years of experience and MTL, their gender and marital status, and their perceptions of leadership self-efficacy. Age was also found to be significantly related to their perceptions of the school environment.