The relationship between teachers' perceptions of school administrators' leadership styles and subjective well-being levels

The aim of this study is to examine the relationship between the leadership styles observed in school principals according to teacher perception and teachers' subjective well-being. The universe of the research consists of 7605 teachers working in schools in Elâzığ in the 2020-2021 academic year. The sample of the study consisted of 291 female and 214 male teachers working in various educational institutions and levels, who were included in the study by random sampling method. Relational screening model was used in the study. Leadership Style Behavior Scale (LSBS), Teacher Subjective Well-Being Scale (TSWS) and personal information form were used to collect study data. Since the research data were normally distributed, they were analyzed by using the SPSS package program t-test, One-Way Analysis of Variance (ANOVA), Pearson Correlation Analysis and Multiple Regression Analysis. According to the findings obtained as a result of the study, it was seen that teachers had higher levels in the Subjective Well-Being Scale compared to the Leadership Style Behavior Scale sub-dimensions. While teachers scored high on the democratic sub-dimension of the Leadership Style Behavior Scale for school administrators, they scored lower on the other sub-dimensions. It was determined that there was a significant difference in the democratic and liberating sub-dimensions of the Leadership Style Behavior Scale according to the gender variable. In addition, it was observed that all the variables and the democratic sub-dimension of the Leadership Style Behavior Scale had a negative correlation. It is also among the findings that the levels of the Leadership Style Behavior Scale can explain approximately 29% of the total variance in the perception of the Subjective Well-Being Scale.