An examination of the relationship between school administrators quantum leadership level and teachers work engagement and perceived managerial support

The aim of this study is to investigate the relationship between the quantum leadership level of managers and the level of teachers work engagement and perceived managerial support in terms of certain variables. The data collection group of the research consists of 459 teachers selected through simple random sampling method among those who are working in Sakarya Province during the academic year 2023-2024. The scales used in the research are "Work Engagement Scale (JE-Ö)", "Perceived Supervisor Support Scale (PSS-Ö)" and "Quantum Leadership Scale (QL-Ö)". Descriptive statistical methods, independent samples t-test, one-way ANOVA analysis and Pearson correlation analysis were used to analyse the data. Teachers perceptions of work engagement were found to be very high, while perceptions of quantum leadership and management support were found to be high. Although there was no differentiation by gender variable in overall job integration, female teachers scored higher than male teachers on the physical integration sub-dimension. Furthermore, no significant differentiation was found when examining work engagement and its sub-dimensions in terms of variables such as working hours, marital status, age, seniority and years of working with the headteacher. However, teachers working in special schools were found to have a higher perception of work engagement than those working in public schools. In addition, unmarried teachers in terms of marital status were distinguished by higher scores on the sub-dimension of physical integration, which set them apart from their female counterparts. On the other hand, while no significant difference was observed between cognitive integration and school level, it was noted that the sub-dimensions of work engagement, namely physical integration, emotional integration and overall work engagement, were significantly higher in the perceptions of nursery and primary school teachers compared to those of secondary school teachers. When the relationship between managerial support and variables such as gender, level of education, type of institution, marital status, age and years of working with the headteacher was examined, no significant differences were found. However, it was found that the perceptions of teachers with more than 10 years 'experience were significantly higher than those of teachers with less than 10 years' experience. Primary and pre-primary teachers also perceived more leadership support than secondary teachers. When looking at quantum leadership and variables such as gender, level of education, marital status, age, years of working with the principal and school level, no significant differences were observed. When examining the variable of years working in the institution with quantum leadership, it was found that teachers with more than 10 years of experience received significantly higher scores than those with less than 10 years of experience. In addition, when examining the variable of seniority with quantum leadership, teachers with 16-20 years of service differed by scoring higher than teachers with 6-10 years of service. It was found that there was a positive low-level relationship between work engagement and perceived managerial support, a positive low-level relationship between work engagement and quantum leadership, and a positive high-level relationship between perceived managerial support and quantum leadership. It was found that managers 'quantum leadership behavior is a significant predictor of teachers' perceived managerial support.