The predictive power of school administrators' leadership styles on teachers' psychological well-being

This study examines the predictive power of school administrators' leadership styles on teachers' psychological well-being. School administrators' leadership levels and teachers' psychological well-being levels are also determined according to teachers' opinions, and their differentiation levels are analyzed according to sociodemographic variables. The study was conducted using a quantitative research design. Data were collected using the "Leadership Styles of School Administrators Scale" and the "Psychological Well-Being Scale" from 448 teachers working in public and private preschools, primary schools, and secondary schools in the central district of Yozgat Province. The findings indicate that teachers report high levels of psychological well-being. According to the teachers, administrators have a high level of laissez-faire leadership, while democratic and autocratic leadership styles are perceived as moderate. Laissez-faire leadership and psychological well-being levels significantly differ by gender, whereas autocratic leadership does not. Leadership styles and psychological well-being do not significantly vary based on education level, age, school type, or years of professional experience. Furthermore, psychological well-being is positively associated with democratic and laissez-faire leadership styles but it is negatively associated with autocratic leadership style. As a result of the regression analysis, it was determined that 18.5% of the change in psychological well-being levels was caused by the democratic leadership style, 14.1% by the autocratic leadership style, and 07.3% by the Laissez-faire leadership.