The regulatory role of social and emotional intelligence in the effect of inclusive leadership behaviors of school principals working in secondary education institutions on the performance levels of teachers

This research aims to explain the moderating role of social and emotional intelligence in the effect of inclusive leadership behaviors of school principals working in secondary education institutions on teachers' performance levels. In addition, the study also examined the differentiation of teachers' perceptions according to some demographic variables (gender, education level, union membership status, district of duty, age, professional seniority, working time at the current school and branch). The research was conducted with model testing, one of the relational screening types. The population of the research consists of 4348 teachers working in official secondary education institutions in the central districts of Diyarbakır (Bağlar, Kayapınar, Sur, Yenişehir) in the 2022-2023 academic year. The sample of the research consists of 819 teachers determined according to the stratified sampling method. In collecting data in the research; "Personal Information Form", "Organizational Performance Scale", "Social Intelligence Scale", "Emotional Intelligence Scale" and "Inclusive Leadership Scale" were used. Statistical analysis of the data was done with SPSS 22.0 and AMOS 24.0 programs. In order to verify the factor structures of the scales, CFA technique and (Cronbach Alpha Coefficient) alpha coefficient were used. Since the research data showed normal distribution, parametric tests (t test and ANOVA test) were used. Additionally, Pearson Product Moment Correlation Coefficient (r), multiple linear regression analysis and path analysis were used to interpret the relationships between variables. In addition, Hayes' (2017) moderating effect analysis method (Model 1 and Model 2), one of the approaches that test relational reasons, was used. As a result of the research, it was determined that, according to the perceptions of the teachers, the inclusive leadership behaviors and social and emotional intelligence levels of the school principals were high, and the performance levels of the teachers were very high. On the other hand, teachers' perceptions of school principals' inclusive leadership behaviors showed a partially significant difference depending on the length of time they worked at the current school; It was determined that there was no difference in terms of gender, education level, union membership status, district of duty, age, professional seniority and branch. In addition, as a result of the research, it was determined that teachers' perceptions of organizational performance showed a significant difference depending on their education level, while the variables of gender, branch, district of duty, union membership status, age, professional seniority, and working time in the current school did not differ significantly. In addition, teachers' perceptions of their social intelligence levels differ partially depending on the branch variable; It has been determined that emotional intelligence levels show a significant difference depending on the district variable. It was determined that there was no significant difference in the other demographic variables in question. There is a positive, significant and moderate relationship between school principals' inclusive leadership levels and teachers' organizational performance and social intelligence levels; It was determined that there was a positive, significant and low level relationship between teachers' emotional intelligence levels. It was determined that there was a positive, significant and moderate relationship between teachers' perceptions of their organizational performance and their social intelligence levels, and a positive, significant and low level relationship between their emotional intelligence level. It was determined that there was a positive, significant and low level relationship between teachers' perceptions of their social intelligence and their emotional intelligence levels. It was concluded that teachers' perception of social intelligence has a moderating effect on the relationship between school principals' inclusive leadership behaviors and teachers' organizational performance. It was concluded that teachers' perception of emotional intelligence did not have a moderating effect on the relationship between school principals' inclusive leadership behaviors and teachers' organizational performance. However, as a result of the analysis, it was determined that social and emotional intelligence had a regulatory role in the relationship between the inclusive leadership behaviors of school principals and the organizational performance of teachers.