The effect of school administrators' agile leadership behaviors on teacherrs' perceptions of psychological confidence and individual innovation

This study examines the effect of school administrators' agile leadership behaviors on teachers' perceptions of psychological trust and individual innovativeness. The research was designed according to the relational survey model, which is one of the quantitative research methods. The sample group of the study consists of 400 teachers working in public schools in Kartal, Pendik and Maltepe districts of the Anatolian side of Istanbul in the 2023-2024 academic year. The data obtained in the study were collected through "Personal Information Form", "Marmara Agile Leadership Scale", "Psychological Comfort Scale" and "Individual Innovativeness Scale". Correlation analysis was performed to determine the relationship between dependent and independent variables after the normality assumption was met. According to the results of the correlation analysis, significant positive relationships were found between school principals' agile leadership behaviors and teachers' psychological trust and individual innovativeness levels. Tests based on moderating effect analysis revealed that school principals' agile leadership behaviors positively affected teachers' individual innovativeness levels and psychological trust played a moderating role on this effect. While the effect of agile leadership is limited when psychological trust is low, this effect becomes more significant when the level of trust increases.