The relationship between the transformational leadership roles of school administrators and the professional happiness of teachers

This research was conducted to examine the relationship between the transformational leadership roles of school administrators and the professional happiness of teachers, based on the opinions of teachers working in official secondary (high school) institutions in the city center of Düzce. Using a correlational survey model, the study population consisted of 900 teachers working in 20 official secondary (high school) institutions in the city center of Düzce during the 2024-2025 academic year. Data was collected from 358 teachers who voluntarily participated in the research. Participants work in Anatolian high schools, vocational and technical high schools, Imam Hatip high schools, and high schools that admit students through central examinations. The "Transformational Leadership Scale" and the "Teacher Job Happiness Scale" were used as data collection tools. Reliability analyses of the scales revealed that the sub-dimensions showed a normal distribution. Correlation and regression analyses were conducted to examine the relationships and predictive effects between the scales. According to the findings, there was no significant difference in teachers' perceptions of transformational leadership based on gender, professional seniority, graduation level, and the type of school they work in; Significant differences were observed in the intellectual stimulation sub-dimension and the overall transformational leadership score according to the age variable. Teachers aged 41-50 had higher overall perceptions of intellectual stimulation and transformational leadership compared to teachers aged 51 and over. While there were no significant differences in teachers' perceptions of professional happiness based on gender, graduation level, and professional seniority, a significant difference was found in the teaching-learning process sub-dimension of the professional happiness scale between teachers working in vocational high schools and those working in Anatolian high schools, favoring teachers working in vocational high schools. The age variable showed a significant difference in the professional satisfaction sub-dimension of teachers' perceptions of professional happiness. A significant difference was found between teachers aged 51 and over and those aged 20-40, favoring teachers aged 51 and over. Correlation analysis results revealed a significant and moderately strong positive correlation between transformational leadership and organizational happiness. Regression analyses showed that transformational leadership has a significant and moderate explanatory power on professional happiness, and it was determined that the leadership style perceived by teachers affects their happiness levels. According to the findings, training programs that highlight transformational leadership are recommended to improve teachers' perceptions and professional happiness. By monitoring teachers' thoughts on leadership and making leadership practices such as clear communication and transparent decision-making visible, it is thought that this will affect teachers' happiness. Keywords: Transformational leadership, organizational happiness, professional happiness, school administrator, high school teacher