Examining the relationship between instructional leadership behaviors of school principals and teachers' perceptions of school happiness

The aim of this study is to examine the relationship between instructional leadership behaviors of school principals and the organizational happiness levels of teachers. The study addresses the interaction between instructional leadership and the psychological and emotional well-being of teachers. Utilizing the relational survey model, one of the quantitative research methods, the study was conducted with data obtained from 324 teachers working across İstanbul, Üsküdar during the 2024–2025 academic year. Personal Information Form, "Instructional Leadership Scale" and "Organizational Happiness Scale" were used as data collection tools in the study. Data were analyzed using SPSS 25.0 program; t-test and ANOVA techniques were applied according to variables such as gender, age, marital status, education level, professional seniority, school type and length of service at the school. In addition, the relationship between instructional leadership and organizational happiness was examined using Pearson correlation analysis. As a result of the research, it was determined that the organizational happiness levels of teachers were at a moderate level; the instructional leadership behaviors of school principals were perceived positively by teachers. Significant differences were found in some sub-dimensions according to demographic variables. While the demographic characteristics of gender, age, marital status, tenure at the institution and professional seniority did not create significant differences in both variables, significant differences were found in all sub-dimensions of Instructional Leadership and Organizational Happiness according to school type. Significant differences were found in the sub-dimensions of Instructional Leadership, 'Supporting and Developing Teachers' and 'Creating a Regular Teaching-Learning Environment and Climate', and in the sub-dimension of Organizational Happiness, 'Realizing Potential' according to educational status. A positive and significant relationship was found between instructional leadership and organizational happiness. It was found that as the instructional leadership behaviors of school principals increased, teachers' perception of school happiness also increased.