The Moderating Role of Gender in the Relationship Between Agile Leadership and Teacher Motivation

Şebnem Yazıcı

doi:10.15869/itobiad.1844979

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Öz

The Moderating Role of Gender in the Relationship Between Agile Leadership and Teacher Motivation

Öz

Teachers' ability to sustain their professional efforts and demonstrate high performance is largely related to their level of motivation. In supporting teacher motivation, it is of great importance for school principals to recognize teachers’ varying needs in a timely manner and to respond to those needs quickly and appropriately. In this context, agile leadership stands out as a contemporary leadership style that helps teachers stay motivated under uncertain and challenging conditions. In addition, teachers’ perceptions of gender and their experiences related to gender can influence how they perceive agile leadership and affect their levels of motivation. The purpose of this study is to determine the relationship between school principals’ agile leadership behaviors and teachers’ motivation, and to examine the moderating role of gender in this relationship. The data were collected from 373 teachers working in public schools in Istanbul Province, Turkey, during the 2024–2025 academic year. Convenience sampling was used to select participants. AMOS was used to assess the reliability of the scales, while Model 1 of the SPSS PROCESS Macro was employed to test the research hypotheses. According to the research findings, agile leadership was found to be associated with teacher motivation. The findings also indicate that gender plays a moderating role in this relationship and that the link between agile leadership and motivation is more pronounced among male teachers. It was also found that female teachers had higher motivation levels when perceptions of agile leadership were low. However, as school principals’ agile leadership behaviors increased, male teachers’ motivation levels rose more significantly. These findings suggest that agile leaders can act as catalysts when men have low motivation levels. The findings were discussed within the framework of Self-Determination Theory and gender roles.

Anahtar Kelimeler

Agile Leadership, Leadership, Motivation, Teacher Motivation, Gender

Destekleyen Kurum

No financial support was received from any institution or organisation for this study.

Etik Beyan

Ethical approval was obtained from the Scientific Research and Publication Ethics Committee of Fatih Sultan Mehmet Foundation University on November 6, 2025 (Approval No: 2025-52/10).

Teşekkür

The author would like to thank all participants who contributed to this study.

Çevik Liderlik ve Öğretmen Motivasyonu Arasındaki İlişkide Cinsiyetin Düzenleyici Rolü

Öz

Öğretmenlerin mesleki çabalarının sürdürmeleri, yüksek performans göstermeleri büyük ölçüde öğretmenin motivasyon düzeyiyle ilişkilidir. Öğretmen motivasyonunun desteklenmesinde, okul müdürlerinin öğretmenlerin farklılaşan ihtiyaçlarını zamanında fark etmesi ve bu ihtiyaçlara hızlı ve uygun biçimde karşılık vermesi büyük önem taşımaktadır. Bu bağlamda çevik liderlik, belirsiz, zorlayıcı koşullar altında öğretmen motive olmasını kolaylaştıracak güncel bir liderlik stili olarak öne çıkmaktadır. Bunun yanı sıra öğretmenlerin toplumsal cinsiyet algıları ve cinsiyete yönelik deneyimleri çevik liderliği algılama biçimlerini ve motivasyon düzeylerini farklılaştırabilir. Bu çalışmanın amacı, okul müdürlerinin çevik liderlik davranışları ile öğretmenlerin motivasyon düzeyleri arasındaki ilişkiyi belirlemek ve cinsiyetin bu ilişkideki düzenleyici rolünü incelemektir. Veriler, 2024-2025 eğitim öğretim yılında Türkiye’nin İstanbul İlinde devlet okullarında görev yapan 373 öğretmenden elde edilmiştir. Katılımcıların seçilmesinde kolayda örnekleme yöntemi kullanılmıştır. Ölçeklerin güvenirliliğini test emek için AMOS programı kullanılırken, araştırma hipotezlerini test etmek için SPSS Process Macro Pogramının model 1’i kullanılmıştır. Araştırma sonuçlarına göre çevik liderlik, öğretmen motivasyon düzeyi ile ilişkili olduğu belirlenmiştir. Bulgulara göre, cinsiyetin bu ilişkide düzenleyici rol oynadığı ve çevik liderlik ile motivasyon arasındaki ilişki erkek öğretmenlerde daha belirgin olduğu tespit edilmiştir. Ayrıca düşük çevik liderlik algısında kadın öğretmenlerin motivasyon düzeyi daha yüksek olduğu belirlenmiştir. Bu bulgu kadın öğretmenlerin lider davranışlarından bağımsız motivasyon kaynakları sağladıkları göstermektedir. Yine araştırma sonuçlarına göre okul müdürlerin çevik liderlik davranışları arttıkça, erkek öğretmenlerin motivasyon düzeyleri daha belirgin bir şekilde artmıştır. Bu bulgular, erkeklerin düşük motivasyon düzeyinde çevik liderlerin katalizör görevi görebileceğini göstermektedir. Araştırma sonuçları Öz Belirleme Kuramı ve toplumsal cinsiyet rolleri üzerinden tartışılmış, çevik liderliğin özerklik, yeterlilik ve ilişkisellik ihtiyacını karşılayan motivasyonel liderlik yaklaşımı olarak değerlendirilmiştir.

Anahtar Kelimeler

Çevik Lider, Liderlik, Motivasyon, Öğretmen Motivasyonu, Cinsiyet

Destekleyen Kurum

Bu çalışma için herhangi bir kurum/kuruluştan mali destek alınmamıştır.

Etik Beyan

Etik onay, 6 Kasım 2025 tarihinde Fatih Sultan Mehmet Vakıf Üniversitesi Bilimsel Araştırma ve Yayın Etik Kurulu'ndan alınmıştır (Onay No: 2025-52/10).

Teşekkür

Yazar bu çalışmaya katkıda bulunan tüm katılımcılara teşekkür eder.

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Ayrıntılar

Birincil Dil

İngilizce

Konular

Türkçe ve Sosyal Bilimler Eğitimi (Diğer)

Bölüm

Araştırma Makalesi

Yazarlar

Şebnem Yazıcı ^*
0000-0001-8816-287X
Türkiye

Yayımlanma Tarihi

30 Eylül 2026

Gönderilme Tarihi

18 Aralık 2025

Kabul Tarihi

12 Ağustos 2026

Yayımlandığı Sayı

Yıl 2026 Cilt: 15 Sayı: 3

DOI

https://doi.org/10.15869/itobiad.1844979

IZ

https://izlik.org/JA43UG97SE

APA

Yazıcı, Ş. (2026). The Moderating Role of Gender in the Relationship Between Agile Leadership and Teacher Motivation. İnsan ve Toplum Bilimleri Araştırmaları Dergisi, 15(3), 1886-1906. https://doi.org/10.15869/itobiad.1844979

AMA

1.Yazıcı Ş. The Moderating Role of Gender in the Relationship Between Agile Leadership and Teacher Motivation. itobiad. 2026;15(3):1886-1906. doi:10.15869/itobiad.1844979

Chicago

Yazıcı, Şebnem. 2026. “The Moderating Role of Gender in the Relationship Between Agile Leadership and Teacher Motivation”. İnsan ve Toplum Bilimleri Araştırmaları Dergisi 15 (3): 1886-1906. https://doi.org/10.15869/itobiad.1844979.

EndNote

Yazıcı Ş (01 Eylül 2026) The Moderating Role of Gender in the Relationship Between Agile Leadership and Teacher Motivation. İnsan ve Toplum Bilimleri Araştırmaları Dergisi 15 3 1886–1906.

IEEE

[1]Ş. Yazıcı, “The Moderating Role of Gender in the Relationship Between Agile Leadership and Teacher Motivation”, itobiad, c. 15, sy 3, ss. 1886–1906, Eyl. 2026, doi: 10.15869/itobiad.1844979.

ISNAD

Yazıcı, Şebnem. “The Moderating Role of Gender in the Relationship Between Agile Leadership and Teacher Motivation”. İnsan ve Toplum Bilimleri Araştırmaları Dergisi 15/3 (01 Eylül 2026): 1886-1906. https://doi.org/10.15869/itobiad.1844979.

JAMA

1.Yazıcı Ş. The Moderating Role of Gender in the Relationship Between Agile Leadership and Teacher Motivation. itobiad. 2026;15:1886–1906.

MLA

Yazıcı, Şebnem. “The Moderating Role of Gender in the Relationship Between Agile Leadership and Teacher Motivation”. İnsan ve Toplum Bilimleri Araştırmaları Dergisi, c. 15, sy 3, Eylül 2026, ss. 1886-0, doi:10.15869/itobiad.1844979.

Vancouver

1.Şebnem Yazıcı. The Moderating Role of Gender in the Relationship Between Agile Leadership and Teacher Motivation. itobiad. 01 Eylül 2026;15(3):1886-90. doi:10.15869/itobiad.1844979

İnsan ve Toplum Bilimleri Araştırmaları Dergisi Creative Commons Atıf-GayriTicari 4.0 Uluslararası Lisansı (CC BY NC) ile lisanslanmıştır.

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The Moderating Role of Gender in the Relationship Between Agile Leadership and Teacher Motivation

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Çevik Liderlik ve Öğretmen Motivasyonu Arasındaki İlişkide Cinsiyetin Düzenleyici Rolü

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Etik Beyan

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