Examining the relationship between teacher leadership and professional resilience

The aim of this study is to explain the relationship between teacher leadership and professional resilience of teachers working in Vocational and Technical Anatolian High Schools in the central districts of Manisa province. This study employs a correlational research design within quantitative research methods to elucidate the relationship between teacher leadership and professional resilience. The research sample consists of 250 teachers working in Vocational and Technical Anatolian High Schools in the central districts of Manisa province in the 2023-2024 academic year. The Personal Information Form, Teacher Leadership Scale adapted to Turkish culture by Akyürek and Özdemir (2021), and Teacher Professional Resilience Scale adapted to Turkish culture by Limon (2022) were used in the data collection process. The data collected through the scales were analyzed using the SPSS package program. The Mann-Whitney U test was utilised for groups with two categories, while the Kruskal-Wallis H test was employed for groups with three or more categories within the demographic variables. Spearman Brown correlation test was applied to reveal the relationship between Teacher Leadership and Teachers' Professional Resilience scores. According to the findings obtained in the study, participant Vocational and Technical Anatolian High School teachers have high levels of Teacher Leadership and Professional Resilience. It was determined that there is a positive and strong statistically significant relationship between Teacher Leadership and Professional Resilience levels. Especially the relationship between the dimensions of leading teaching and professional development and diversity and continuous development with teachers' professional resilience is remarkable. In addition, the findings of the study revealed that teachers' professional resilience and leadership levels differed according to demographic variables such as gender, age, and marital status. This research makes an important contribution to educational policies and practices by addressing the relationship between teacher leadership and professional resilience.