The relationship between teachers' empowering leadership perceptions and their psychological well-being

The aim of this research was to "examine the relationship between teachers' empowering leadership behaviors and their psychological well-being." The "relational screening model" was used in the research. The research population consists of teachers and administrators working in educational institutions within the Sakarya Provincial Directorate of National Education. The sample of the research consists of 400 people (231 women + 169 men) determined by easy sampling from the population. "Personal Information Form", "Empowering Leadership Scale" and "Psychological Well-Being Scale" were used as data collection tools. In the analyses, the data showed a normal distribution. For this reason, independent groups t-test, analysis of variance (ANOVA), Pearson correlation and regression analyzes were used. In our research, participants' perceptions of empowering leadership; while it varies according to gender, marital status, seniority and length of time working in the current institution; it does not differ depending on the level of education and the type of school where the student works. The psychological well-being of the participants does not differ according to gender, marital status, seniority, length of time working in the current institution, education level and type of school where they work. It has been observed that the empowering leadership sub-dimensions "authorizing" and "supporting" affect psychological well-being significantly and positively, while the "responsibility" dimension does not. 4% of the effect on psychological well-being is explained by empowering leadership. In this respect, the research shows the contribution of school administrators' empowering leadership behaviors to the psychological well-being of teachers. As a result, it can be said that as teachers' empowering leadership perception levels increase, their psychological well-being levels increase.