Research Article
BibTex RIS Cite

The Relationship Between Transformational Leadership and School Happiness: The Mediating Role of School Culture

Year 2024, Volume: 9 Issue: 3, 253 - 293, 30.09.2024
https://doi.org/10.30828/real.1377849

Abstract

The aim of this study is to reveal the mediating role of school culture in the effect of school principals' transformational leadership style on school happiness. For this purpose, the research was conducted according to the quantitative research method and relational screening model. Transformational leadership style was determined as the independent variable, school culture as the mediating variable, and school culture as the dependent variable. The study group of the research consists of 403 teachers working in public schools on the European side of Istanbul. Data were analyzed with correlation and mediation tests. The research findings indicate a significant and positive relationship between school principals' transformational leadership style and teachers' perception of school happiness. While the transformational leadership style directly and positively impacts school happiness, this effect continues even when support culture, achievement culture, and task culture are included in this dual relationship. However, support culture and task culture "partially mediate" this relationship, thereby indirectly contributing to the impact of transformational leadership style on school happiness. In light of these findings, the transformational leadership style of school principals can be considered as an important strategy to increase the overall happiness of the school community by developing and supporting a culture of support and a culture of task.

References

  • Abdullah, A. G. K., Ling, Y. L., & Ping, C. S. (2017). Workplace happiness, transformational leadership and affective commitment. Advanced Science Letters, 23(4), 2872-2875.
  • Abdullah, A., & Ling, Y. L. (2016). Understanding workplace happiness in schools: The relationships between workplace happiness, teachers’ sense of efficacy, affective commitment and innovative behavior. Academy of Social Science Journal, 1(4), 80-83.
  • Achor, S. (2011). The happiness advantage: The seven principles of positive psychology that fuel success and performance at work. Random House.
  • Akyürek, M. İ. & Aypay, A. (2023). An exploration of the relationship between school happiness and school effectiveness, Journal of Educational Leadership and Policy Studies, 7(1).
  • Akyürek, M. İ. (2024). Examining the relationship between school climate and happiness according to primary school students’ perceptions. Education 3-13, 52(3), 328-341.
  • Akyürek, M. İ., & Göktaş, E. (2023). The impact of innovative school leadership and entrepreneurial teacher behaviors on school happiness: The case of private schools. Anatolian Journal of Educational Leadership and Instruction, 11(1), 29-47.
  • Al-Abedie, A. R. C., & Al-Temini, A. H. A. (2015). The mediating effect of organizational happiness on the relationship between benevolent leadership and organizational outcomes: An empirical study at the University of Babylon. World Journal of Pharmaceutical Research, 4(09), 214-228.
  • Al-Bataineh, O. T., Mahasneh, A. M., & Al-Zoubi, Z. (2021). The Correlation between Level of School Happiness and Teacher Autonomy in Jordan. International Journal of Instruction, 14(2), 1021-1036.
  • Alkan, E., & Özgenel, M. (2024). The pattern of relationships between school context, teachers' characteristics and performances, and school principals' conflict resolution styles and school happiness. Journal of Hasan Ali Yücel Faculty of Education/Hasan Ali Yücel Egitim Fakültesi Dergisi (HAYEF), 21(1).
  • Antonakis, J., Avolio, B. J., & Sivasubramaniam, N. (2003). Context and leadership: An examination of the nine-factor full-range leadership theory using the Multifactor Leadership Questionnaire. The Leadership Quarterly, 14(3), 261-295.
  • Arifin, F., Rofiq, A., & Rofiq, M. H. (2022). Transformational leadership of the school principle in building organizational culture. Chalim Journal of Teaching and Learning, 2(2), 163-173.
  • Arslan, Y., & Polat, S. (2021). Do diversity perspectives affect happiness at work? A study of teachers in Turkey. International Journal of Educational Management, 35(3), 621-639.
  • Aruoren, E. E., & Oisamoje, M. D. (2023). Workplace Happiness and Employees’ Outcomes in the Banking Sector in Nigeria. Himalayan Journal of Economics and Business Management, 4(1), 75-82.
  • Atasoy, R. (2020). The relationship between school principals' leadership styles, school culture and organizational change. International Journal of Progressive Education, 16(5), 256-274.
  • Avolio, B. J., & Bass, B. M. (1998). You can drag a horse to water, but you can’t make it drink unless it is thirsty. The Journal of Leadership Studies, 4(1), 393-399.
  • Aytaç, M. S. (2021). Öğretmen algılarına göre okul yöneticilerinin liderlik stilleri ile öğretmenlerin örgütsel mutluluk algıları arasındaki ilişkinin incelenmesi: Şanlıurfa örneği [Yüksek lisans tezi]. Harran Üniversitesi. Şanlıurfa.
  • Bahat, İ., Işık, M. (2023). The relationship between teachers' school happiness, organizational commitment, and self-efficacy. Journal of Human and Social Sciences, 6(Education Special Issue), 279-308.
  • Baron, R. M. & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173–1182.
  • Bass, B. M. & Avolio, B. J. (1993). Transformational leadership and organizational culture. Public Administration Quarterly, 112-121.
  • Bass, B. M. & Riggio, R. E. (2006). Transformational leadership. Lawrence Erlbaum Associates. Bass, B. M. (1990). From transactional to transformational leadership: Learning to share the vision. Organizational Dynamics, 19(3), 19–31.
  • Bass, B. M. (1996). A new paradigm for leadership: An inquiry into transformational leadership. State University of New York at Binghamton.
  • Bass, B. M. (1999). Two decades of research and development in transformational leadership. European Journal Of Work And Organızational Psychology, 8(1), 9–32.
  • Bass, B. M., Avolio, B. J., Jung, D. I., & Berson, Y. (2003). Predicting unit performance by assessing transformational and transactional leadership. Journal of Applied Psychology, 88(2), 207-218.
  • Bruin, J. (2006). Newtest: command to compute new test. UCLA: Statistical Consulting Group. Bullough, R. V., & Pinnegar, S. E. (2009). The happiness of teaching (as eudaimonia): Disciplinary knowledge and the threat of performativity. Teachers and Teaching, 15, 241 - 256.
  • Bulut, A. (2015). Ortaöğretim öğretmenlerinin örgütsel mutluluk algılarının incelenmesi: Bir norm çalışması [Doktora tezi]. Gaziantep Üniversitesi, Gaziantep.
  • Burns, M. G. (1978). Leadership. Harper-Row.
  • Chaiprasit, K., & Santidhiraku, O. (2011). Happiness at work of employees in small and medium-sized enterprises, Thailand. Procedia-Social and Behavioral Sciences, 25, 189-200.
  • Cook, R. D. (1977). Detection of influential observation in linear regression. Technometrics, 19(1), 15-18.
  • Cropanzano, R. & Wright, T. A. (1999). A five-year study of change in the relationship between well-being and job performance. Consulting Psychology Journal, 51(4), 252-265.
  • Csikszentmihalyi, M., Abuhamdeh, S., & Nakamura, J. (2005). Flow. In Elliot, A. J. and Dweck, C. S. (Eds), Handbook of competence and motivation (598–608). The Guilford Press.
  • Çetin, S. ve Polat, S. (2021). The relationship between secondary school teachers' organizational justice perception levels and organizational happiness levels (Ortaokul öğretmenlerinin örgütsel adalet algı düzeyleri ile örgütsel mutluluk düzeyleri arasındaki ilişki). Manas Sosyal Araştırmalar Dergisi, 10(1), 171-182. Daft, R. L. (2015). Örgüt kuramları ve tasarımını anlamak (Ö. N. Timurçanday Özmen, Çev.). Nobel.
  • Döş, İ. (2013). Mutlu okul [Happy school]. Eğitim ve Bilim Dergisi, 38(170), 266-280.
  • Dursun, İ. E. & Bilgivar, O. O. (2022). The effect of school principals' leadership styles on teacher performance and organizational happiness. International Journal of Educational Administration and Leadership: Theory and Practice, 1(1), 12-25. https://dx.doi.org/10.52380/ijedal.2022.1.7
  • Edgar, T. W., & Manz, D. O. (2017). Exploratory study. In T. W. Edgar, & D. O. Manz (Eds.), Research methods for cyber security (pp. 95-130). Syngress.
  • Engels, N., Aelterman, A., Petegem, K. V., & Schepens, A. (2004). Factors which influence the wellbeing of pupils in flemish secondary schools. Educational Studies, 30(2), 127-143.
  • Fisher, R. A., & Yates, F. (1953). Statistical tables for biological, agricultural and medical research. Hafner Publishing Company.
  • Fraenkel, J. R. & Wallen, N. E. (2006). How to design and evaluate research in education. McGraw Hill.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. McGraw-Hill.
  • Fullan, M. (2007). The new meaning of educational change. Routledge.
  • Galloway, A. (2005). Non-probability sampling. Encyclopedia of Social Measurement, 2, 859-864
  • Gavin, J. H. & Mason, R. O. (2004). The virtuous organization: The value of happiness in the workplace. Organizational Dynamics, 33(4), 379-392.
  • George, D. & Mallery, P. (2019). IBM SPSS statistics 26 step by step: A simple guide and reference. Routledge.
  • Gunst, R. F., & Webster, J. T. (1975). Regression analysis and problems of multicollinearity. Communications in Statistics-Theory and Methods, 4(3), 277-292.
  • Hayes, A. F. (2022). Introduction to Mediation, moderation, and conditional process analysis: A regression-based approach. Guilford Press.
  • Hayes, A. F., & Scharkow, M. (2013). The relative trustworthiness of inferential tests of the indirect effect in statistical mediation analysis: does method really matter? Psychological Science, 24(10), 1918-1927.
  • Hoy, W. K. &, Miskel, C. G. (2013). Theory research and practice. Educational administration. McGraw-Hill. Huguet, B. C. S. (2017). Effective leadership can positively impact school performance. On the Horizon, 25(2), 96–102.
  • Imran, M., bt Abd Hamid, R., Hamid, S. N. A., & Munir, S. K. (2023). Influence of multiple factors on organizational happiness in educational ınstitutions. In Perspectives on the Transition Toward Green and Climate Neutral Economies in Asia (pp. 323-336). IGI Global.
  • Januwarsono, S. (2015). Analytical of factors determinants of happiness at work case study on PT. PLN (persero) region Suluttenggo, Sulawesi, Indonesia. European Journal of Business and Management, 7(8), 9-17.
  • Kaplan, L. S. & Owings, W. A. (2013). Culture re-boot: Reinvigorating school culture to improve students’ outcomes. Corwin Press.
  • Kılıç, G. N., Karabay, A., & Kocabaş, İ. (2023). Examining the relationship between school administrators' leadership styles and teachers' organizational happiness. International Journal of Organizational Leadership 12, 91-112. Kline, R. B. (2019). Yapısal eşitlik modellemesinin ilkeleri ve uygulaması (Principles and practice of structural equation modeling). Nobel.
  • Krishnan, R. V. (2001). Value systems of transformational leaders. Leadership and Organizational Development Journal, 22(3), 126-131.
  • Leithwood, K., Day, C., Sammons, P., Harris, A., & Hopkins, D. (2006). Successful school leadership: What ıt ıs and how ıt ınfluences pupil learning. DfES Publications.
  • Leys, C., Klein, O., Dominicy, Y., & Ley, C. (2018). Detecting multivariate outliers: Use a robust variant of the Mahalanobis distance. Journal of Experimental Social Psychology, 74, 150-156.
  • López-Pérez, B., & Fernández-Castilla, B. (2018). Children’s and adolescents’ conceptions of happiness at school and its relation with their own happiness and their academic performance. Journal of Happiness Studies, 19, 1811-1830.
  • Louis, K. S., & Wahlstrom, K. (2011). Principals as cultural leaders. Phi Delta Kappan, 92(5), 52-56.
  • Lunenburg, F. C. & Ornstein, A. C. (2013). Eğitim yönetimi (G. Arastamam, Çev. Ed.). Nobel.
  • Lyubomirsky, S., King, L., & Diener, E. (2005). The benefits of frequent positive affect: Does happiness lead to success? Psychological Bulletin, 131(6), 803.
  • Marescaux, E., De Winne, S., & Forrier, A. (2019). Developmental HRM, employee well‐being and performance: The moderating role of developing leadership. European Management Review, 16(2), 317-331.
  • Mathews, G. (2012). Happiness, culture, and context. International Journal of Wellbeing, 2(4), 299-312.
  • McGregor, D. (1966). The human side of enterprise. Classics of Organization Theory, 2(1), 6-15.
  • McKinney, C. L., Labat, M. B., & Labat, C. A. (2015). Traits possessed by principals who transform school culture in national blue ribbon schools. Academy of Educational Leadership Journal, 19(1), 152–166.
  • Mendoza-Ocasal, D., Navarro, E., Ramírez, J., & García-Tirado, J. (2022). Subjective well-being and its correlation with happiness at work and quality of work life: an organizational vision. Polish Journal of Management Studies, 26(1), 202-216.
  • Mert, P. & Özgenel, M. (2020). Relationships between power sources, psychological empowerment, school culture and psychological climate: A structural equation modelling, E-International Journal of Educational Research, 11(2), 68-91 DOI: 10.19160/ijer.751727
  • Oishi, S., & Gilbert, E. A. (2016). Current and future directions in culture and happiness research. Current Opinion in Psychology, 8, 54-58.
  • Okan, N. & Okan, Y. T. (2021). Kısa dönüşümcü liderlik ölçeğinin Türkçeye uyarlanması ve psikometrik yönden incelenmesi. Turkish Studies- Social, 16(2), 687-700.
  • Olive, D. J. (2008). Robust statistics. http://parker.ad.siu.edu/Olive/runrob.pdf
  • Onions, C. T. (1966). The Oxford dictionary of English etymology. Oxford University Press.
  • Ouellette, R. R., Frazier, S. L., Shernoff, E. S., Cappella, E., Mehta, T. G., Maríñez-Lora, A., ... & Atkins, M. S. (2018). Teacher job stress and satisfaction in urban schools: Disentangling individual-, classroom, and organizational-level influences. Behavior therapy, 49(4), 494-508.
  • Özdemir, A. (2006). Okul kültürünün oluşturulması ve çevreye tanıtılmasında okul müdürlerinden beklenen ve onlarda gözlenen davranışlar. Türk Eğitim Bilimleri Dergisi, 4(4), 411-433.
  • Özgenel, M. & Dursun, İ. E. (2020). The effect of school principals' paternalistic leadership behaviors on school culture (Okul müdürlerinin paternalist liderlik davranışlarının okul kültürüne etkisi), Sosyal, Beşeri ve İdari Bilimler Dergisi, 3(4), 284-302.
  • Özgenel, M. (2020). The role of charismatic leader in school culture. Eurasian Journal of Educational Research, 86, 85-114, DOI: 10.14689/ejer.2020.86.5
  • Özgenel, M. (2020). The role of charismatic leader in school culture. Eurasian Journal of Educational Research, 86, 85-114, DOI: 10.14689/ejer.2020.86.5
  • Özgenel, M., & Canuylasi, R. (2020). Okul müdürlerinin paternalist liderlik davranışlarının örgütsel mutluluğa etkisi (The effect of paternalist leadership behaviors of school principals on organizational happiness). Eğitim ve Teknoloji, 3(1), 14-31.
  • Özgenel, M., & Dursun, İ. E. (2020). The effect of paternalistic leadership behaviors of school principals on school culture. Journal of Social, Humanities and Administrative Sciences, 3(4), 284-302.
  • Özocak, A. & Yılmaz, E. (2020). Öğretmenlerin psikolojik güçlendirilmelerinin örgütsel mutluluklarına etkisi. Çağdaş Yönetim Bilimleri Dergisi, 7(1), 80-94.
  • Peterson, K. D., & Deal, T. E. (1998). How leaders influence the culture of schools. Educational leadership, 56, 28-31.
  • Peterson, K. D., & Deal, T. E. (1998). How leaders influence the culture of schools. Educational Leadership, 56(1), 28–30.
  • Raj, R., Tiwari, G. K., & Rai, P. K. (2019). Assessing the predictive strengths of school organizations and organizational cultures in interdependent happiness of the secondary school teachers. IAHRW International Journal of Social Sciences Review, 7(6), 1093-1101.
  • Rosenberg, L. R. (2010). Transforming leadership: Reflective practice and the enhancement of happiness. Reflective Practice, 11(1), 9–18. https://doi.org/10.1080/14623940903525207
  • Rousseeuw, P. J., & Van Zomeren, B. C. (1990). Unmasking multivariate outliers and leverage points. Journal of the American Statistical Association, 85(411), 633-639.
  • Rutter, M., & Maughan, B. (2002). School effective findings 1979–2002. Journal of School Psychology, 40(6), 451–475.
  • Sasan, J. M. V., Escultor, G. R., & Larsari, V. N. (2023). The impact of transformational leadership on school culture. International Journal of Social Service and Research, 3(8), 1899-1907.
  • Schein, E. H. (1990). Organizational culture. American Psychologist, 43, 109-119.
  • Schein, E. H. (2004). Organizational culture and leadership. Jossey.
  • Schreiber, J. L. (2019). How school leaders shape school culture: A qualitative case study [Doctoral dissertation]. Liberty University, Lynchburg,
  • Schwartz, H., & Davis, S. M. (1981). Matching corporate culture and business strategy. Organizational Dynamics, 10(1), 30-48.
  • Sezer, S & Can, E. (2019). School happiness: A scale development and implementation study. Eurasian Journal of Educational Research, 79: 167-190.
  • Sezer, S. & Can, E. (2020). School happiness: A grounded theory. Educational Policy Analysis and Strategic Research, 15(1), 44-62. doi: 10.29329/epasr.2020.236.3
  • Simmons, J. P., Nelson, L. D., & Simonsohn, U. (2011). False-positive psychology: Undisclosed flexibility in data collection and analysis allows presenting anything as significant. Psychological Science, 22(11), 1359-1366.
  • Starratt, R. J. (1995). Leaders with vision the quest school renewal. Corvvin Press Inc.
  • Stoia, E. (2016). Happiness and well-being at work. Business Administration and Marketing Department, Final Degree Project, Universitat Jaume. https://repositori.uji.es/xmlui/bitstream/handle/10234/161807/TFG_2015_StoiaE.pdf
  • Şahin, B. & Özgenel, M. (2020). Comparison of the predictive level of transformational, transactional, and laissez-faire leadership style on school happiness. International Journal of Educational Studies and Policy, 1(1), 55-73.
  • Talebzadeh, F. & Samkan, M. (2011). Happiness for our kids in schools: A conceptual model. Procedia-Social and Behavioral Sciences, 29, 1462-1471.
  • Tanwar, K. C. & Priyanka, M. (2018). Study of leadership style, coping strategies and happiness in academic employees and corporate employees. International Journal of Research in Social Sciences, 8(2), 420-435.
  • Terzi, A. R. (2005). İlköğretim okullarında örgüt kültürü. Kuram ve Uygulamada Eğitim Yönetimi, 11(43), 423-442.
  • Tseng, M. L. (2009). Application of ANP and DEMATEL to evaluate the decision-making of municipal solid waste management in Metro Manila. Environmental Monitoring and Assessment 156(1-4), 181-197.
  • Turan, S., & Bektas, F. (2013). The relationship between school culture and leadership practices. Eurasian Journal of Educational Research, 52, 155–168.
  • Ullman, J. B. (2006). Structural equation modeling: Reviewing the basics and moving forward. Journal of Personality Assessment, 87(1), 35-50.
  • Warr, P. (2011). Work, happiness, and unhappiness. Taylor & Francis e-Library.
  • Windasari, W., Roesminingsih, E., Sholeh, M., Setyowati, S., & bin Mohd Hamzah, M. I. (2023). Examining the mediating role of school culture on the relationship between transformational leadership, teacher commitment and organizational change in elementary school. Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran, 9(3), 893-902.
  • Wright, T. A., Cropanzano, R., & Bonett, D. G. (2007). The moderating role of employee positive wellbeing on the relation between job satisfaction and job performance. Journal of Occupational Health Psychology, 12(2), 93–104.
  • Xiang, J., & Choi, J. (2024). A study on the development of happiness scale for Chinese young children. Frontiers in Psychology, 15, 1411480.
  • Yam, F. C. (2022). The relationship between school satisfaction and psychological well-being of secondary school students: the mediating role of happiness at school. Journal of Teacher Education and Lifelong Learning, 4(2), 248-262.
  • Yavuz, S. (2009). Hatalari ardışık bağımlı (otokorelasyonlu) olan regresyon modellerinin tahmin edilmesi. Atatürk Üniversitesi İktisadi ve İdari Bilimler Dergisi, 23(3), 123-140.
  • Ye, D., Ng, Y. K., & Lian, Y. (2015). Culture and happiness. Social indicators research, 123, 519-547. Yoon, N., & Shin, N. (2014). The effects of children's perceptions of parental expectations, self-esteem, and achievement motivation on school happiness. Korean Journal of Child Studies, 35(3), 157-176.
  • Yu, H., Leithwood, K., & Jantzi, D. (2002). The effects of transformational leadership on teachers’ commitment to change in Hong Kong. Journal of educational administration, 40(4), 368-389.
  • Yusof, S., M., Zainuddin, D. S., & Hamdan, A., R. (2017). Teachers’ experience in curriculum implementation: An investigation on English language teaching in Vocational Colleges in Malaysia. Sains Humanika, 9(4-2), 49–58.
Year 2024, Volume: 9 Issue: 3, 253 - 293, 30.09.2024
https://doi.org/10.30828/real.1377849

Abstract

References

  • Abdullah, A. G. K., Ling, Y. L., & Ping, C. S. (2017). Workplace happiness, transformational leadership and affective commitment. Advanced Science Letters, 23(4), 2872-2875.
  • Abdullah, A., & Ling, Y. L. (2016). Understanding workplace happiness in schools: The relationships between workplace happiness, teachers’ sense of efficacy, affective commitment and innovative behavior. Academy of Social Science Journal, 1(4), 80-83.
  • Achor, S. (2011). The happiness advantage: The seven principles of positive psychology that fuel success and performance at work. Random House.
  • Akyürek, M. İ. & Aypay, A. (2023). An exploration of the relationship between school happiness and school effectiveness, Journal of Educational Leadership and Policy Studies, 7(1).
  • Akyürek, M. İ. (2024). Examining the relationship between school climate and happiness according to primary school students’ perceptions. Education 3-13, 52(3), 328-341.
  • Akyürek, M. İ., & Göktaş, E. (2023). The impact of innovative school leadership and entrepreneurial teacher behaviors on school happiness: The case of private schools. Anatolian Journal of Educational Leadership and Instruction, 11(1), 29-47.
  • Al-Abedie, A. R. C., & Al-Temini, A. H. A. (2015). The mediating effect of organizational happiness on the relationship between benevolent leadership and organizational outcomes: An empirical study at the University of Babylon. World Journal of Pharmaceutical Research, 4(09), 214-228.
  • Al-Bataineh, O. T., Mahasneh, A. M., & Al-Zoubi, Z. (2021). The Correlation between Level of School Happiness and Teacher Autonomy in Jordan. International Journal of Instruction, 14(2), 1021-1036.
  • Alkan, E., & Özgenel, M. (2024). The pattern of relationships between school context, teachers' characteristics and performances, and school principals' conflict resolution styles and school happiness. Journal of Hasan Ali Yücel Faculty of Education/Hasan Ali Yücel Egitim Fakültesi Dergisi (HAYEF), 21(1).
  • Antonakis, J., Avolio, B. J., & Sivasubramaniam, N. (2003). Context and leadership: An examination of the nine-factor full-range leadership theory using the Multifactor Leadership Questionnaire. The Leadership Quarterly, 14(3), 261-295.
  • Arifin, F., Rofiq, A., & Rofiq, M. H. (2022). Transformational leadership of the school principle in building organizational culture. Chalim Journal of Teaching and Learning, 2(2), 163-173.
  • Arslan, Y., & Polat, S. (2021). Do diversity perspectives affect happiness at work? A study of teachers in Turkey. International Journal of Educational Management, 35(3), 621-639.
  • Aruoren, E. E., & Oisamoje, M. D. (2023). Workplace Happiness and Employees’ Outcomes in the Banking Sector in Nigeria. Himalayan Journal of Economics and Business Management, 4(1), 75-82.
  • Atasoy, R. (2020). The relationship between school principals' leadership styles, school culture and organizational change. International Journal of Progressive Education, 16(5), 256-274.
  • Avolio, B. J., & Bass, B. M. (1998). You can drag a horse to water, but you can’t make it drink unless it is thirsty. The Journal of Leadership Studies, 4(1), 393-399.
  • Aytaç, M. S. (2021). Öğretmen algılarına göre okul yöneticilerinin liderlik stilleri ile öğretmenlerin örgütsel mutluluk algıları arasındaki ilişkinin incelenmesi: Şanlıurfa örneği [Yüksek lisans tezi]. Harran Üniversitesi. Şanlıurfa.
  • Bahat, İ., Işık, M. (2023). The relationship between teachers' school happiness, organizational commitment, and self-efficacy. Journal of Human and Social Sciences, 6(Education Special Issue), 279-308.
  • Baron, R. M. & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173–1182.
  • Bass, B. M. & Avolio, B. J. (1993). Transformational leadership and organizational culture. Public Administration Quarterly, 112-121.
  • Bass, B. M. & Riggio, R. E. (2006). Transformational leadership. Lawrence Erlbaum Associates. Bass, B. M. (1990). From transactional to transformational leadership: Learning to share the vision. Organizational Dynamics, 19(3), 19–31.
  • Bass, B. M. (1996). A new paradigm for leadership: An inquiry into transformational leadership. State University of New York at Binghamton.
  • Bass, B. M. (1999). Two decades of research and development in transformational leadership. European Journal Of Work And Organızational Psychology, 8(1), 9–32.
  • Bass, B. M., Avolio, B. J., Jung, D. I., & Berson, Y. (2003). Predicting unit performance by assessing transformational and transactional leadership. Journal of Applied Psychology, 88(2), 207-218.
  • Bruin, J. (2006). Newtest: command to compute new test. UCLA: Statistical Consulting Group. Bullough, R. V., & Pinnegar, S. E. (2009). The happiness of teaching (as eudaimonia): Disciplinary knowledge and the threat of performativity. Teachers and Teaching, 15, 241 - 256.
  • Bulut, A. (2015). Ortaöğretim öğretmenlerinin örgütsel mutluluk algılarının incelenmesi: Bir norm çalışması [Doktora tezi]. Gaziantep Üniversitesi, Gaziantep.
  • Burns, M. G. (1978). Leadership. Harper-Row.
  • Chaiprasit, K., & Santidhiraku, O. (2011). Happiness at work of employees in small and medium-sized enterprises, Thailand. Procedia-Social and Behavioral Sciences, 25, 189-200.
  • Cook, R. D. (1977). Detection of influential observation in linear regression. Technometrics, 19(1), 15-18.
  • Cropanzano, R. & Wright, T. A. (1999). A five-year study of change in the relationship between well-being and job performance. Consulting Psychology Journal, 51(4), 252-265.
  • Csikszentmihalyi, M., Abuhamdeh, S., & Nakamura, J. (2005). Flow. In Elliot, A. J. and Dweck, C. S. (Eds), Handbook of competence and motivation (598–608). The Guilford Press.
  • Çetin, S. ve Polat, S. (2021). The relationship between secondary school teachers' organizational justice perception levels and organizational happiness levels (Ortaokul öğretmenlerinin örgütsel adalet algı düzeyleri ile örgütsel mutluluk düzeyleri arasındaki ilişki). Manas Sosyal Araştırmalar Dergisi, 10(1), 171-182. Daft, R. L. (2015). Örgüt kuramları ve tasarımını anlamak (Ö. N. Timurçanday Özmen, Çev.). Nobel.
  • Döş, İ. (2013). Mutlu okul [Happy school]. Eğitim ve Bilim Dergisi, 38(170), 266-280.
  • Dursun, İ. E. & Bilgivar, O. O. (2022). The effect of school principals' leadership styles on teacher performance and organizational happiness. International Journal of Educational Administration and Leadership: Theory and Practice, 1(1), 12-25. https://dx.doi.org/10.52380/ijedal.2022.1.7
  • Edgar, T. W., & Manz, D. O. (2017). Exploratory study. In T. W. Edgar, & D. O. Manz (Eds.), Research methods for cyber security (pp. 95-130). Syngress.
  • Engels, N., Aelterman, A., Petegem, K. V., & Schepens, A. (2004). Factors which influence the wellbeing of pupils in flemish secondary schools. Educational Studies, 30(2), 127-143.
  • Fisher, R. A., & Yates, F. (1953). Statistical tables for biological, agricultural and medical research. Hafner Publishing Company.
  • Fraenkel, J. R. & Wallen, N. E. (2006). How to design and evaluate research in education. McGraw Hill.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. McGraw-Hill.
  • Fullan, M. (2007). The new meaning of educational change. Routledge.
  • Galloway, A. (2005). Non-probability sampling. Encyclopedia of Social Measurement, 2, 859-864
  • Gavin, J. H. & Mason, R. O. (2004). The virtuous organization: The value of happiness in the workplace. Organizational Dynamics, 33(4), 379-392.
  • George, D. & Mallery, P. (2019). IBM SPSS statistics 26 step by step: A simple guide and reference. Routledge.
  • Gunst, R. F., & Webster, J. T. (1975). Regression analysis and problems of multicollinearity. Communications in Statistics-Theory and Methods, 4(3), 277-292.
  • Hayes, A. F. (2022). Introduction to Mediation, moderation, and conditional process analysis: A regression-based approach. Guilford Press.
  • Hayes, A. F., & Scharkow, M. (2013). The relative trustworthiness of inferential tests of the indirect effect in statistical mediation analysis: does method really matter? Psychological Science, 24(10), 1918-1927.
  • Hoy, W. K. &, Miskel, C. G. (2013). Theory research and practice. Educational administration. McGraw-Hill. Huguet, B. C. S. (2017). Effective leadership can positively impact school performance. On the Horizon, 25(2), 96–102.
  • Imran, M., bt Abd Hamid, R., Hamid, S. N. A., & Munir, S. K. (2023). Influence of multiple factors on organizational happiness in educational ınstitutions. In Perspectives on the Transition Toward Green and Climate Neutral Economies in Asia (pp. 323-336). IGI Global.
  • Januwarsono, S. (2015). Analytical of factors determinants of happiness at work case study on PT. PLN (persero) region Suluttenggo, Sulawesi, Indonesia. European Journal of Business and Management, 7(8), 9-17.
  • Kaplan, L. S. & Owings, W. A. (2013). Culture re-boot: Reinvigorating school culture to improve students’ outcomes. Corwin Press.
  • Kılıç, G. N., Karabay, A., & Kocabaş, İ. (2023). Examining the relationship between school administrators' leadership styles and teachers' organizational happiness. International Journal of Organizational Leadership 12, 91-112. Kline, R. B. (2019). Yapısal eşitlik modellemesinin ilkeleri ve uygulaması (Principles and practice of structural equation modeling). Nobel.
  • Krishnan, R. V. (2001). Value systems of transformational leaders. Leadership and Organizational Development Journal, 22(3), 126-131.
  • Leithwood, K., Day, C., Sammons, P., Harris, A., & Hopkins, D. (2006). Successful school leadership: What ıt ıs and how ıt ınfluences pupil learning. DfES Publications.
  • Leys, C., Klein, O., Dominicy, Y., & Ley, C. (2018). Detecting multivariate outliers: Use a robust variant of the Mahalanobis distance. Journal of Experimental Social Psychology, 74, 150-156.
  • López-Pérez, B., & Fernández-Castilla, B. (2018). Children’s and adolescents’ conceptions of happiness at school and its relation with their own happiness and their academic performance. Journal of Happiness Studies, 19, 1811-1830.
  • Louis, K. S., & Wahlstrom, K. (2011). Principals as cultural leaders. Phi Delta Kappan, 92(5), 52-56.
  • Lunenburg, F. C. & Ornstein, A. C. (2013). Eğitim yönetimi (G. Arastamam, Çev. Ed.). Nobel.
  • Lyubomirsky, S., King, L., & Diener, E. (2005). The benefits of frequent positive affect: Does happiness lead to success? Psychological Bulletin, 131(6), 803.
  • Marescaux, E., De Winne, S., & Forrier, A. (2019). Developmental HRM, employee well‐being and performance: The moderating role of developing leadership. European Management Review, 16(2), 317-331.
  • Mathews, G. (2012). Happiness, culture, and context. International Journal of Wellbeing, 2(4), 299-312.
  • McGregor, D. (1966). The human side of enterprise. Classics of Organization Theory, 2(1), 6-15.
  • McKinney, C. L., Labat, M. B., & Labat, C. A. (2015). Traits possessed by principals who transform school culture in national blue ribbon schools. Academy of Educational Leadership Journal, 19(1), 152–166.
  • Mendoza-Ocasal, D., Navarro, E., Ramírez, J., & García-Tirado, J. (2022). Subjective well-being and its correlation with happiness at work and quality of work life: an organizational vision. Polish Journal of Management Studies, 26(1), 202-216.
  • Mert, P. & Özgenel, M. (2020). Relationships between power sources, psychological empowerment, school culture and psychological climate: A structural equation modelling, E-International Journal of Educational Research, 11(2), 68-91 DOI: 10.19160/ijer.751727
  • Oishi, S., & Gilbert, E. A. (2016). Current and future directions in culture and happiness research. Current Opinion in Psychology, 8, 54-58.
  • Okan, N. & Okan, Y. T. (2021). Kısa dönüşümcü liderlik ölçeğinin Türkçeye uyarlanması ve psikometrik yönden incelenmesi. Turkish Studies- Social, 16(2), 687-700.
  • Olive, D. J. (2008). Robust statistics. http://parker.ad.siu.edu/Olive/runrob.pdf
  • Onions, C. T. (1966). The Oxford dictionary of English etymology. Oxford University Press.
  • Ouellette, R. R., Frazier, S. L., Shernoff, E. S., Cappella, E., Mehta, T. G., Maríñez-Lora, A., ... & Atkins, M. S. (2018). Teacher job stress and satisfaction in urban schools: Disentangling individual-, classroom, and organizational-level influences. Behavior therapy, 49(4), 494-508.
  • Özdemir, A. (2006). Okul kültürünün oluşturulması ve çevreye tanıtılmasında okul müdürlerinden beklenen ve onlarda gözlenen davranışlar. Türk Eğitim Bilimleri Dergisi, 4(4), 411-433.
  • Özgenel, M. & Dursun, İ. E. (2020). The effect of school principals' paternalistic leadership behaviors on school culture (Okul müdürlerinin paternalist liderlik davranışlarının okul kültürüne etkisi), Sosyal, Beşeri ve İdari Bilimler Dergisi, 3(4), 284-302.
  • Özgenel, M. (2020). The role of charismatic leader in school culture. Eurasian Journal of Educational Research, 86, 85-114, DOI: 10.14689/ejer.2020.86.5
  • Özgenel, M. (2020). The role of charismatic leader in school culture. Eurasian Journal of Educational Research, 86, 85-114, DOI: 10.14689/ejer.2020.86.5
  • Özgenel, M., & Canuylasi, R. (2020). Okul müdürlerinin paternalist liderlik davranışlarının örgütsel mutluluğa etkisi (The effect of paternalist leadership behaviors of school principals on organizational happiness). Eğitim ve Teknoloji, 3(1), 14-31.
  • Özgenel, M., & Dursun, İ. E. (2020). The effect of paternalistic leadership behaviors of school principals on school culture. Journal of Social, Humanities and Administrative Sciences, 3(4), 284-302.
  • Özocak, A. & Yılmaz, E. (2020). Öğretmenlerin psikolojik güçlendirilmelerinin örgütsel mutluluklarına etkisi. Çağdaş Yönetim Bilimleri Dergisi, 7(1), 80-94.
  • Peterson, K. D., & Deal, T. E. (1998). How leaders influence the culture of schools. Educational leadership, 56, 28-31.
  • Peterson, K. D., & Deal, T. E. (1998). How leaders influence the culture of schools. Educational Leadership, 56(1), 28–30.
  • Raj, R., Tiwari, G. K., & Rai, P. K. (2019). Assessing the predictive strengths of school organizations and organizational cultures in interdependent happiness of the secondary school teachers. IAHRW International Journal of Social Sciences Review, 7(6), 1093-1101.
  • Rosenberg, L. R. (2010). Transforming leadership: Reflective practice and the enhancement of happiness. Reflective Practice, 11(1), 9–18. https://doi.org/10.1080/14623940903525207
  • Rousseeuw, P. J., & Van Zomeren, B. C. (1990). Unmasking multivariate outliers and leverage points. Journal of the American Statistical Association, 85(411), 633-639.
  • Rutter, M., & Maughan, B. (2002). School effective findings 1979–2002. Journal of School Psychology, 40(6), 451–475.
  • Sasan, J. M. V., Escultor, G. R., & Larsari, V. N. (2023). The impact of transformational leadership on school culture. International Journal of Social Service and Research, 3(8), 1899-1907.
  • Schein, E. H. (1990). Organizational culture. American Psychologist, 43, 109-119.
  • Schein, E. H. (2004). Organizational culture and leadership. Jossey.
  • Schreiber, J. L. (2019). How school leaders shape school culture: A qualitative case study [Doctoral dissertation]. Liberty University, Lynchburg,
  • Schwartz, H., & Davis, S. M. (1981). Matching corporate culture and business strategy. Organizational Dynamics, 10(1), 30-48.
  • Sezer, S & Can, E. (2019). School happiness: A scale development and implementation study. Eurasian Journal of Educational Research, 79: 167-190.
  • Sezer, S. & Can, E. (2020). School happiness: A grounded theory. Educational Policy Analysis and Strategic Research, 15(1), 44-62. doi: 10.29329/epasr.2020.236.3
  • Simmons, J. P., Nelson, L. D., & Simonsohn, U. (2011). False-positive psychology: Undisclosed flexibility in data collection and analysis allows presenting anything as significant. Psychological Science, 22(11), 1359-1366.
  • Starratt, R. J. (1995). Leaders with vision the quest school renewal. Corvvin Press Inc.
  • Stoia, E. (2016). Happiness and well-being at work. Business Administration and Marketing Department, Final Degree Project, Universitat Jaume. https://repositori.uji.es/xmlui/bitstream/handle/10234/161807/TFG_2015_StoiaE.pdf
  • Şahin, B. & Özgenel, M. (2020). Comparison of the predictive level of transformational, transactional, and laissez-faire leadership style on school happiness. International Journal of Educational Studies and Policy, 1(1), 55-73.
  • Talebzadeh, F. & Samkan, M. (2011). Happiness for our kids in schools: A conceptual model. Procedia-Social and Behavioral Sciences, 29, 1462-1471.
  • Tanwar, K. C. & Priyanka, M. (2018). Study of leadership style, coping strategies and happiness in academic employees and corporate employees. International Journal of Research in Social Sciences, 8(2), 420-435.
  • Terzi, A. R. (2005). İlköğretim okullarında örgüt kültürü. Kuram ve Uygulamada Eğitim Yönetimi, 11(43), 423-442.
  • Tseng, M. L. (2009). Application of ANP and DEMATEL to evaluate the decision-making of municipal solid waste management in Metro Manila. Environmental Monitoring and Assessment 156(1-4), 181-197.
  • Turan, S., & Bektas, F. (2013). The relationship between school culture and leadership practices. Eurasian Journal of Educational Research, 52, 155–168.
  • Ullman, J. B. (2006). Structural equation modeling: Reviewing the basics and moving forward. Journal of Personality Assessment, 87(1), 35-50.
  • Warr, P. (2011). Work, happiness, and unhappiness. Taylor & Francis e-Library.
  • Windasari, W., Roesminingsih, E., Sholeh, M., Setyowati, S., & bin Mohd Hamzah, M. I. (2023). Examining the mediating role of school culture on the relationship between transformational leadership, teacher commitment and organizational change in elementary school. Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran, 9(3), 893-902.
  • Wright, T. A., Cropanzano, R., & Bonett, D. G. (2007). The moderating role of employee positive wellbeing on the relation between job satisfaction and job performance. Journal of Occupational Health Psychology, 12(2), 93–104.
  • Xiang, J., & Choi, J. (2024). A study on the development of happiness scale for Chinese young children. Frontiers in Psychology, 15, 1411480.
  • Yam, F. C. (2022). The relationship between school satisfaction and psychological well-being of secondary school students: the mediating role of happiness at school. Journal of Teacher Education and Lifelong Learning, 4(2), 248-262.
  • Yavuz, S. (2009). Hatalari ardışık bağımlı (otokorelasyonlu) olan regresyon modellerinin tahmin edilmesi. Atatürk Üniversitesi İktisadi ve İdari Bilimler Dergisi, 23(3), 123-140.
  • Ye, D., Ng, Y. K., & Lian, Y. (2015). Culture and happiness. Social indicators research, 123, 519-547. Yoon, N., & Shin, N. (2014). The effects of children's perceptions of parental expectations, self-esteem, and achievement motivation on school happiness. Korean Journal of Child Studies, 35(3), 157-176.
  • Yu, H., Leithwood, K., & Jantzi, D. (2002). The effects of transformational leadership on teachers’ commitment to change in Hong Kong. Journal of educational administration, 40(4), 368-389.
  • Yusof, S., M., Zainuddin, D. S., & Hamdan, A., R. (2017). Teachers’ experience in curriculum implementation: An investigation on English language teaching in Vocational Colleges in Malaysia. Sains Humanika, 9(4-2), 49–58.
There are 107 citations in total.

Details

Primary Language English
Subjects Leadership in Education
Journal Section Articles
Authors

Tuba Çakır 0000-0002-1828-430X

Mustafa Özgenel 0000-0002-7276-4865

Publication Date September 30, 2024
Submission Date October 18, 2023
Acceptance Date September 1, 2024
Published in Issue Year 2024 Volume: 9 Issue: 3

Cite

APA Çakır, T., & Özgenel, M. (2024). The Relationship Between Transformational Leadership and School Happiness: The Mediating Role of School Culture. Research in Educational Administration and Leadership, 9(3), 253-293. https://doi.org/10.30828/real.1377849
AMA Çakır T, Özgenel M. The Relationship Between Transformational Leadership and School Happiness: The Mediating Role of School Culture. REAL. September 2024;9(3):253-293. doi:10.30828/real.1377849
Chicago Çakır, Tuba, and Mustafa Özgenel. “The Relationship Between Transformational Leadership and School Happiness: The Mediating Role of School Culture”. Research in Educational Administration and Leadership 9, no. 3 (September 2024): 253-93. https://doi.org/10.30828/real.1377849.
EndNote Çakır T, Özgenel M (September 1, 2024) The Relationship Between Transformational Leadership and School Happiness: The Mediating Role of School Culture. Research in Educational Administration and Leadership 9 3 253–293.
IEEE T. Çakır and M. Özgenel, “The Relationship Between Transformational Leadership and School Happiness: The Mediating Role of School Culture”, REAL, vol. 9, no. 3, pp. 253–293, 2024, doi: 10.30828/real.1377849.
ISNAD Çakır, Tuba - Özgenel, Mustafa. “The Relationship Between Transformational Leadership and School Happiness: The Mediating Role of School Culture”. Research in Educational Administration and Leadership 9/3 (September 2024), 253-293. https://doi.org/10.30828/real.1377849.
JAMA Çakır T, Özgenel M. The Relationship Between Transformational Leadership and School Happiness: The Mediating Role of School Culture. REAL. 2024;9:253–293.
MLA Çakır, Tuba and Mustafa Özgenel. “The Relationship Between Transformational Leadership and School Happiness: The Mediating Role of School Culture”. Research in Educational Administration and Leadership, vol. 9, no. 3, 2024, pp. 253-9, doi:10.30828/real.1377849.
Vancouver Çakır T, Özgenel M. The Relationship Between Transformational Leadership and School Happiness: The Mediating Role of School Culture. REAL. 2024;9(3):253-9.


esci thomson reuters ile ilgili görsel sonucu     elsevier scopus logo ile ilgili görsel sonucueric logo ile ilgili görsel sonucu     26086 26088  26087 ulrich's periodical directory ile ilgili görsel sonucu