Analysis of teachers' psychological well-being in terms of virtuous leadership of school administrators

The aim of this study is to examine the psychological well-being of teachers in terms of the virtuous leadership of school administrators. Correlational model was used in the research. 2069 teachers working in Konya and Ereğli districts in the 2022-2023 academic year are the scope of research. Cluster sampling method was used in the research. During the data collection process, 388 people were reached. In this study, Virtuous Leadership Scale adapted by Yıldırım and Kahveci (2019) and Psychological Well-Being Scale adapted by Telef (2013) were used. In addition, a personal information form was used to reach the demographic information of the participants. After collecting data, it was seen that the research data were not normally distributed. In this context, whether there is a difference in terms of the gender variable was examined with the Mann Whitney U test. Kruskall Wallis test was used to examine the differentiation status in terms of age, professional seniority, education level and education level variables. Spearman's Rho correlation analysis was conducted to determine the relationship between teachers' psychological well-being and school administrators' virtuous leadership. According to the results of the research, there is no significant difference between the psychological well-being of the participants and the demographic variables. A significant difference was found between the participants' perceptions of virtuous leadership behaviors, between the courage sub-dimension and the age and professional seniority variables, and between all sub-dimensions and the education level variable. As a result of the research related to the last sub-problem, a positive and moderately significant relationship was found between the psychological well-being of teachers and the virtuous leadership of school administrators. According to the results, professional activities that will enable school administrators to behave virtuously should be applied for the psychological well-being of teachers.