Examining the relationship between school leader's inclusive leadership and teachers'work engagement levels

The aim of this study is to examine the relationship between school administrators' inclusive leadership behaviors and teachers' work engagement levels based on teachers' perceptions. The study employs a correlational survey model. The research population consists of 506 primary and secondary school teachers working in the central district of Bolu province during the 2024-2025 academic year. Data were collected through the Inclusive Leadership Scale, the Work Engagement Scale, and the Personal Information Form. The obtained data were analyzed using statistical methods such as the Mann Whitney U test, the Kruskal-Wallis H test, Tukey HSD as a post-hoc test, Spearman correlation analysis, and multiple regression analysis. According to the research findings, teachers' perceptions of inclusive leadership were found to be very high and teachers' levels of work engagement were found to be high. Teachers' perceptions of inclusive leadership significantly differ based on variables such as gender, age, school level, length of service in the institution, educational background, field, and marital status. Teachers' work engagement levels also show significant differences according to gender, age, school level, and seniority variables. Furthermore, positive and significant relationships were identified between inclusive leadership and work engagement, as well as its sub-dimensions. While a moderate positive relationship was observed between inclusive leadership and work engagement, similar but lower-degree significant relationships were found with vigor and dedication. A moderate positive relationship was also found between inclusive leadership and absorption. In addition, inclusive leadership was found to be a significant predictor of work engagement and its sub-dimensions. The findings were compared with the literature, discussed in detail, and various recommendations were provided.