Examining the relationship between the leadership styles of school principals working in primary schools and the professional motivation of classroom teachers

The objective of this study is to examine the relationship between principals' leadership styles and teachers' professional motivation according to teachers' perceptions. The present study was conceived in accordance with the predictive correlational model, a quantitative research model. The sample of the study consists of 535 classroom teachers working in primary schools in the Eyyübiye district of Şanlıurfa in the 2024-2025 academic year. These teachers were determined to be part of the sample according to the simple random sampling method. The data was collected using the Personal Information Form, the School Principals Leadership Style Scale, and the Teacher Professional Motivation Scale. The analysis of the data was conducted using descriptive statistics, Pearson correlation analysis, and multiple linear regression analysis. The findings of the research indicated that teachers' perceptions of principals' transformational leadership were high, while their perceptions of principals' laissez-faire and transactional leadership were at a medium level. Conversely, teachers' perceptions of their professional motivation were found to be at a medium level. Significant differences were found in the perceptions of school principals' leadership styles in terms of age, professional seniority and length of service in the school, and in the perceptions of professional motivation in terms of marital status, age, professional seniority and length of service in the school. Finally, it was found that transformational leadership, laissez-faire leadership and transactional leadership variables together explained 72% of the variance in teachers' professional motivation. Transformational leadership has been shown to have a positive and significant relationship with professional motivation, while transactional leadership has been demonstrated to have a negative and significant relationship with professional motivation. Conversely, the laissez-faire leadership style does not emerge as a substantial predictor of professional motivation. Based on the findings and conclusions of the research, various recommendations have been made for practitioners, policymakers, and researchers