How Does Leader-Member Exchange in Schools Affect Teachers' Subjective Well-Being? A Mixed Methods Study

Öz

The primary aim of this study is to investigate the predictive role of Leader-Member Exchange in schools on teachers’ subjective well-being and to provide a comprehensive understanding of this relationship through an explanatory sequential mixed-methods design. A correlational survey model was used in the quantitative phase, while a phenomenological design was used in the qualitative phase. The quantitative sample consisted of 364 teachers working in middle schools in the central district of Siirt, selected through simple random sampling. The qualitative sample consisted of 18 teachers selected through criterion and maximum diversity sampling. Quantitative data were collected using the Leader-Member Exchange Scale and the Teacher Subjective Well-Being Scale, while qualitative data were collected through semi-structured interviews and were analyzed using content analysis. The findings show a positive and significant relationship between Leader-Member Exchange and teachers' subjective well-being. It was determined that the dimensions of emotion, contribution, and professional respect predicted school commitment, while the dimension of loyalty significantly predicted teaching competence. Furthermore, the qualitative findings supported the quantitative results, revealing that school administrators establishing a quality Leader-Member Exchange that considers teachers' needs strengthens teachers' subjective well-being.

Anahtar Kelimeler

• Leader-member exchange
• subjective well-being
• middle school teachers
• mixed methods

Destekleyen Kurum

There is no supporting institution.

Etik Beyan

Ethical approval was obtained from the Siirt University Research Ethics Committee prior to data collection (Document date and number: 11.12.2024-8099). Informed consent was obtained from all participants, and confidentiality and anonymity were ensured. Participants were informed of their right to withdraw at any stage, and necessary precautions were taken to prevent any harm.

Teşekkür

I would like to express my sincere gratitude to the teachers who participated.

Okullarda Lider-Üye Etkileşimi Öğretmenlerin Öznel İyi Oluşunu Nasıl Etkiler? Bir Karma Yöntem Araştırması

Öz

Lider-üye etkileşiminin öğretmenlerin öznel iyi oluşu üzerindeki etkisi literatürde karma yöntemle yeterince incelenmemiştir. Bu araştırma, söz konusu ilişkiyi açıklayıcı sıralı karma desenle ele almıştır. Nicel bölümde ilişkisel tarama modeli, nitel bölümde ise fenomenoloji deseni kullanılmıştır. Veriler Siirt il merkezindeki ortaokullarda görev yapan öğretmenlerden toplanmıştır. Nicel örneklem basit seçkisiz örnekleme ile belirlenen 364 öğretmenden; nitel örneklem ise ölçüt ve maksimum çeşitlilik örneklemesiyle seçilen 18 öğretmenden oluşmuştur. Nicel veriler Lider-Üye Etkileşim Ölçeği ve Öğretmen Öznel İyi Oluş Ölçeği ile toplanmış; nitel veriler ise yarı yapılandırılmış görüşmeler yoluyla elde edilip içerik analiziyle değerlendirilmiştir. Sonuçlar, lider-üye etkileşimi ile öğretmenlerin öznel iyi oluşu arasında pozitif ve anlamlı bir ilişki olduğunu göstermiştir. Duygu, katkı ve mesleki saygı boyutlarının öğretmenlerin okula bağlılığını; sadakat boyutunun ise öğretim yeterliğini anlamlı biçimde etkilediği belirlenmiştir. Nitel sonuçlar, nicel sonuçları desteklemekte ve güçlü lider-üye ilişkilerinin öğretmenlerin duygusal ve mesleki iyilik hâlini artırdığını ortaya koymaktadır. Ayrıca araştırma, okul yöneticilerinin öğretmenlerin ihtiyaçlarını gözeten nitelikli bir lider-üye etkileşimi kurmalarının, öğretmenlerin öznel iyi oluşlarını güçlendirdiğini göstermektedir.

Anahtar Kelimeler

• Lider-üye etkileşimi
• öznel iyi oluş
• ortaokul öğretmenleri
• karma yöntem

Destekleyen Kurum

Araştırmayı destekleyen kurum bulunmamaktadır.

Etik Beyan

Veri toplama öncesinde Siirt Üniversitesi Araştırma Etik Kurulu'ndan etik onay alınmıştır (Belge tarihi ve numarası: 11.12.2024-8099). Tüm katılımcılardan bilgilendirilmiş onam alınmış, gizlilik ve anonimlik sağlanmıştır. Katılımcılara herhangi bir aşamada çekilme hakları olduğu bildirilmiş ve herhangi bir zararın önlenmesi için gerekli önlemler alınmıştır.

Teşekkür

Katılan tüm öğretmenlere içten teşekkürlerimi sunarım.

Kaynakça

1. Akman, Y. (2017). Okullarda sosyal sermaye ve öğretmen özdeşleşmesi i̇lişkisinde lider-üye etkileşiminin aracılık etkisi [The mediating effect of leader-member interaction in the relationship between social capital and teacher identification in schools]. Bartın University Journal of Faculty of Education, 6(1), 263-281. https://doi.org/10.14686/buefad.281970
2. Aldrup, K., Carstensen, B., & Klusmann, U. (2022). Is empathy the key to effective teaching? A systematic review of its association with teacher-student interactions and student outcomes. Educational Psychology Review, 34(3), 1177-1216. https://doi.org/10.1007/s10648-021-09649-y
3. Alev, S., & Taş, D. (2020). Lider-üye etkileşimi, tükenmişlik ve örgütsel bağlılık arasındaki ilişki: Öğretmenler üzerine bir araştırma [The relationship between Leader-Member Exchange, burnout and organisational commitment: A study on teachers]. Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi, 8(5), 1611-1620. https://doi.org/10.18506/anemon.623277
4. Alshuhumi, S. R., Al-Hidabi, D. A., & Al-Refaei, A. A. A. (2024). Unveiling the behavioral nexus of innovative organizational culture: Identification and affective commitment of teachers in primary schools. Journal of Human Behavior in the Social Environment, 34(1), 130-152. https://doi.org/10.1080/10911359.2023.2267600
5. Amoah, V. S., Annor, F., & Asumeng, M. (2021). Psychological contract breach and teachers' organizational commitment: mediating roles of job embeddedness and Leader-Member Exchange. Journal of Educational Administration, 59(5), 634-649. https://doi.org/10.1108/JEA-09-2020-0201
6. Anwer, N., & Rabi, O. (2022). Relationships have value, the impact of leader member exchange on affective commitment. International Journal of Experiential Learning & Case Studies, 7(2), 172-184. https://doi.org/10.22555/ijelcs.v7i2.812
7. Arens, A. K., & Morin, A. J. S. (2016). Relations between teachers’ emotional exhaustion and students’ educational outcomes. Journal of Educational Psychology, 108(6), 800-813. https://doi.org/10.1037/edu0000105
8. Arvanitis, A., & Hantzi, A. (2016). Equity Theory ratios as causal schemas. Frontiers in Psychology, 7, 1257. https://doi.org/10.3389/fpsyg.2016.01257

9. Bader, B. M. (2007). Leader-member exchange and work outcomes: A multiple leadership perspective. [Unpublished master's thesis]. University of Lethbridge, Faculty of Management.
10. Bandura, A. (1997). Self-efficacy: The exercise of control. Macmillan.
11. Basu, E., Pradhan, R. K., & Tewari, H. R. (2017). Impact of organizational citizenship behavior on job performance in Indian healthcare industries: The mediating role of social capital. International Journal of Productivity and Performance Management, 66(6), 780-796. https://doi.org/10.1108/ijppm-02-2016-0048
12. Bellibas, M. S., & Liu, Y. (2017). Multilevel analysis of the relationship between principals’ perceived practices of instructional leadership and teachers’ self-efficacy perceptions. Journal of Educational Administration, 55(1), 49-69. https://doi.org/10.1108/jea-12-2015-0116
13. Bourdeau, B. L., Cronin, J. J., & Voorhees, C. M. (2024). Customer loyalty: A refined conceptualization, measurement, and model. Journal of Retailing and Consumer Services, 81, 104020. https://doi.org/10.1016/j.jretconser.2024.104020
14. Brown, T. A. (2006). Confirmatory factor analysis for applied research. The Guilford Press. Buecker, S., Luhmann, M., Haehner, P., Bühler, J. L., Dapp, L. C., Luciano, E. C., & Orth, U. (2023). The development of subjective well-being across the life span: A meta-analytic review of longitudinal studies. Psychological Bulletin, 149(7-8), 418-446. https://doi.org/10.1037/bul0000401
15. Burton, J. P., Sablynski, C. J., & Sekiguchi, T. (2008). Linking justice, performance, and citizenship via leader–member exchange. Journal of Business and Psychology, 23(1), 51-61. https://doi.org/10.1007/s10869-008-9075-z
16. Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2014). Bilimsel araştırma yöntemleri [Scientific research methods]. Pegem Akademi Yayıncılık.
17. Chou, T. Y., Jiang, J. J., Klein, G., & Chou, S. C. T. (2011). Organizational citizenship behavior of information system personnel: the influence of Leader-Member Exchange. Information Resources Management Journal (IRMJ), 24(4), 77-93. https://doi.org/10.4018/irmj.2011100105
18. Cohen, L., Manion, L., & Morrison, K. (2000). Research methods in education (5th Edition). Routledge Falmer.
19. Collie, R. J. (2023). Teacher well‐being and turnover intentions: Investigating the roles of job resources and job demands. British Journal of Educational Psychology, 93(3), 712-726. https://doi.org/10.1111/bjep.12587
20. Colquitt, J. A., Conlon, D. E., Wesson, M. J., Porter, C. O. L. H., & Ng, K. Y. (2001). Justice at the millennium: A meta-analytic review of 25 years of organizational justice research. Journal of Applied Psychology, 86(3), 425-445. https://doi.org/10.1037/0021-9010.86.3.425
21. Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. New Jersey: Pearson Education, Inc.
22. Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry & research design: Choosing among five approaches (4th ed.). Sage Publications.
23. Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. Harper and Row.
24. Cuizon, C. (2025). Experiences of teachers in school administrator and instructional support: Management plan. Psychology and Education: A Multidisciplinary Journal, 34(4), 495-511. https://doi.org/10.70838/pemj.340407
25. Çevik, M. N. (2025). The relationship of distributed leadership with teachers’ subjective well-being and professional satisfaction in Türkiye: does psychological resilience make a difference? BMC Psychology, 13, 1227. https://doi.org/10.1186/s40359-025-03555-6
26. Çoban, Ö., Özdemir, N., & Bellibaş, M. Ş. (2023). Trust in principals, leaders’ focus on instruction, teacher collaboration, and teacher self-efficacy: Testing a multilevel mediation model. Educational Management Administration & Leadership, 51(1), 95-115. https://doi.org/10.1177/1741143220968170
27. Dagger, T. S., David, M. E., & Ng, S. (2011). Do relationship benefits and maintenance drive commitment and loyalty? Journal of Services Marketing, 25(4), 273-281. https://doi.org/10.1108/08876041111143104
28. Davis, W. D., & Gardner, W. L. (2004). Perceptions of politics and organizational cynicism: An attributional and Leader-Member Exchange perspective. The Leadership Quarterly, 15(4), 439-465. https://doi.org/10.1016/j.leaqua.2004.05.002
29. Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268. https://doi.org/10.1207/S15327965PLI1104_01
30. Dehne, M., Roorda, D. L., Koomen, H. M. Y., & Zee, M. (2025). Under pressure? Exploring the moderating and mediating role of principal–teacher relationships in primary and secondary school teachers’ burnout symptoms. Social Psychology of Education, 28, 64. https://doi.org/10.1007/s11218-025-10023-x
31. Demir, B., Hamarat, B., & Sönmez, G. (2025). Exploring the role of well‐being, mindfulness, life satisfaction, and subjective happiness in the professional development of language teachers. Psychology in the Schools, 62(6), 1641-1658. https://doi.org/10.1002/pits.23420
32. Diener, E., & Seligman, M. E. (2004). Beyond money: Toward an economy of well-being. Psychological Science in the Public Interest, 5(1), 1-31. https://doi.org/10.1111/j.0963-7214.2004.00501001.x
33. Dienesch, R. M.& Liden, R. C. (1986). Leader-Member Exchange model of leadership: A critique and further development. Academy of Management Review. 11(3), 618-634. https://doi.org/10.2307/258314
34. Duong, A. C., Nguyen, H. N., Tran, A., & Trinh, T. M. (2023). An investigation into teachers’ occupational well-being and education leadership during the COVID-19 pandemic. Frontiers in Education, 8, 1112577. https://doi.org/10.3389/feduc.2023.1112577
35. Durayappah, A. (2011). The 3P model: A general theory of subjective well-being. Journal of Happiness Studies. 12(4), 681-716. https://doi.org/10.1007/s10902-010-9223-9
36. Durrani, N., & Makhmetova, Z. (2025). A multi-layered socio-ecological framework for investigating teacher well-being: Key predictors and protective factors. Sustainability, 17(3), 900. https://doi.org/10.3390/su17030900
37. Ellis, A., Bauer, T., Erdogan, B., & Truxillo, D. (2019). Daily perceptions of relationship quality with leaders: implications for follower well-being. Work & Stress, 33(2), 119-136. https://doi.org/10.1080/02678373.2018.1445670
38. Ergün, E., & Sezgin-Nartgün, Ş. (2017).. Öğretmen öznel iyi oluş ölçeğinin Türkçeye uyarlanması: geçerlik ve güvenirlik çalışması [Adaptation of the Teacher Subjective Well-Being Scale into Turkish: A Validity and Reliability Study]. Sakarya University Journal of Education, 7(2), 385-397. https://doi.org/10.19126/suje.296824
39. Evers, A. T., Messmann, G., & Kreijns, K. (2024). Distributed leadership, Leader-Member Exchange and innovative work behavior: the mediating role of basic psychological needs satisfaction. Current Psychology, 43(12), 11037-11049. https://doi.org/10.1007/s12144-023-05048-4
40. Fikret Pasa, S., Kabasakal, H., & Bodur, M. (2001). Society, organisations, and leadership in Turkey. Applied Psychology, 50(4), 559-589. https://doi.org/10.1111/1464-0597.00073
41. Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). McGraw-Hill.
42. Goleman, D. (2007). Sosyal zeka. (Çev.: O. Deniztekin). Varlık Yayınları.
43. Greco, E., Graziano, E. A., Stella, G. P., Mastrodascio, M., & Cedrone, F. (2022). The impact of leadership on perceived work-related stress in healthcare facilities organisations. Journal of Organizational Change Management, 35(4-5), 734-748. https://doi.org/10.1108/JOCM-07-2021-0201
44. Green, S. B., & Salkind, N. J. (2010). Using SPSS for windows and macintosh: Analyzing and understanding data (5th ed.). Pearson Education, Inc.
45. Hart, D. W., & Thompson, J. A. (2007). Untangling employee loyalty: A psychological contract perspective. Business Ethics Quarterly, 17(2), 297-323. https://doi.org/10.5840/beq200717233
46. He, P., Guo, F., & Abazie, G. A. (2024). School principals’ instructional leadership as a predictor of teacher’s professional development. Asian-Pacific Journal of Second and Foreign Language Education, 9(1), 63. https://doi.org/10.1186/s40862-024-00290-0
47. Hennecke, M., & Brandstätter, V. (2017). Means, ends, and happiness: The role of goals for subjective well-being. In M. D. Robinson & M. Eid (Eds.), The happy mind: Cognitive contributions to well-being (pp. 235–251). Springer International Publishing/Springer Nature. https://doi.org/10.1007/978-3-319-58763-9_13
48. Hill, N. S., Kang, J. H., & Seo, M. G. (2014). The interactive effect of leader–member exchange and electronic communication on employee psychological empowerment and work outcomes. The Leadership Quarterly, 25(4), 772-783. https://doi.org/10.1016/j.leaqua.2014.04.006
49. Hirnawati, D. B., & Pradana, H. A. (2023). Analysis of Leader-Member Exchange toward organizational commitment, job satisfaction, job performance: Is virtual work moderating? Journal of Business and Management Review, 4(4), 237-253. https://doi.org/10.47153/jbmr44.6322023
50. Hofstede, G. (2001). Culture’s consequences: Comparing values, behaviors, institutions and organizations across nations (2nd ed.). Sage Publications.
51. Hofstede, G. (2011). Dimensionalizing cultures: The Hofstede model in context. Online Readings in Psychology and Culture, 2(1), 1-26. http://dx.doi.org/10.9707/2307-0919.1014
52. Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
53. Hubbel, A. P., & Chory-Assad, R. M. (2005). Motivatingfactors: perceptions of justiceand their relation ship with manager organization altrust. Communication Studies, 56(1), 47-70. https://doi.org/10.1080/0008957042000332241
54. Kahraman, G., & Arastaman, G. (2022). Okul müdürlerinin dönüşümcü liderliği ile öğretmenlerin öznel iyi oluşları arasındaki ilişki: Korelasyonel bir çalışma [The relationship between transformational leadership of school principals and teachers' subjective well-being: A correlational study]. E-Kafkas Journal of Educational Research, 9(2), 564-580. https://doi.org/10.30900/kafkasegt.1016859
55. Kara, M., & Alev, S. (2022). Okullarda motivasyonel dil ile yöneticiye sadakat i̇lişkisinde lider-üye etkileşiminin aracılık rolü [The mediating role of leader-member interaction in the relationship between motivational language and loyalty to the manager in schools]. Kuramsal Eğitimbilim, 15(3), 699-715. https://doi.org/10.30831/akukeg.1081500
56. Karakus, M., Toprak, M., & Chen, J. (2024). Demystifying the impact of educational leadership on teachers’ subjective well-being: A bibliometric analysis and literature review. Educational Management Administration & Leadership, 0(0). https://doi.org/10.1177/17411432241242629
57. 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. https://doi.org/10.33844/ijol.2023.60352
58. Kushlev, K., Drummond, D. M., & Diener, E. (2020). Subjective well‐being and Health behaviors in 2.5 million Americans. Applied Psychology: Health and Well‐Being, 12(1), 166-187. https://doi.org/10.1111/aphw.12178
59. Larsen, J. T., McGraw, A. P., & Cacioppo, J. T. (2001). Can people feel happy and sad at the same time? Journal of Personality and Social Psychology, 81(4), 684-696. https://doi.org/10.1037//0022-3514.81.4.684
60. Le, H., Jiang, Z., & Radford, K. (2021). Leader-Member Exchange and subjective well-being: The moderating role of metacognitive cultural intelligence. Personnel Review, 50(3), 954-970. https://doi.org/10.1108/pr-02-2020-0065
61. Lee, M. C. C., Sim, B. Y. H., & Tuckey, M. R. (2024). Comparing effects of toxic leadership and team social support on job insecurity, role ambiguity, work engagement, and job performance: A multilevel mediational perspective. Asia Pacific Management Review, 29(1), 115-126. https://doi.org/10.1016/j.apmrv.2023.09.002
62. Liao, S. H., Hu, D. C., & Chung, H. Y. (2009). The relationship between leader-member relations, job satisfaction and organizational commitment in international tourist hotels in Taiwan. The International Journal of Human Resource Management, 20(8), 1810-1826. https://doi.org/10.1080/09585190903087222
63. Liden, R. C., & Masllyn J. M. (1998). Multidimensionality of Leader-Member Exchange: an empirical assessment through scale development. Journal of Management, 24(1), 43-72. https://doi.org/10.1016/S0149-2063(99)80053-1
64. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications.
65. Liu, X., & Ren, X. (2022). Analysis of the mediating role of psychological empowerment between perceived leader trust and employee work performance. International Journal of Environmental Research and Public Health, 19(11), 6712. https://doi.org/10.3390/ijerph19116712
66. Lucas, R. E. (2007). Adaptation and the set-point model of subjective well-being: does happiness change after major life events? Current Directions in Psychological Science, 16, 75-79. https://doi.org/10.1111/j.1467-8721.2007.00479.x
67. Lyubomirsky, S. (2001). Why are some people happier than others: the role of cognitive and motivational processes in wellbeing. American Psychologist, 56, 239-249. https://doi.org/10.1037/0003-066X.56.3.239
68. Lyubomirsky, S., Sousa, L., & Dickerhoof, R. (2006). The costs and benefits of writing, talking, and thinking about life’s triumphs and defeats. Journal of Personality and Social Psychology, 90, 692-708. https://doi.org/10.1037/0022-3514.90.4.692
69. Maden-Eyiusta, C. (2021). Role conflict, role ambiguity, and proactive behaviors: does flexible role orientation moderate the mediating impact of engagement?. The International Journal of Human Resource Management, 32(13), 2829-2855. https://doi.org/10.1080/09585192.2019.1616590
70. Madigan, D. J., & Kim, L. E. (2021). Does teacher burnout affect students? A systematic review of its association with academic achievement and student-reported outcomes. International Journal of Educational Research, 105, 101714. https://doi.org/10.1016/j.ijer.2020.101714
71. Maricuțoiu, L. P., Pap, Z., Ștefancu, E., Mladenovici, V., Valache, D. G., Popescu, B. D., ... & Vîrgă, D. (2023). Is teachers’ well-being associated with students’ school experience? A meta-analysis of cross-sectional evidence. Educational Psychology Review, 35, 1. https://doi.org/10.1007/s10648-023-09721-9
72. Martin, R., Ono, M., Legood, A., Dello Russo, S., & Thomas, G. (2023). Leader–member exchange (LMX) quality and follower well-being: A daily diary study. Journal of Occupational Health Psychology, 28(2), 103-116. https://doi.org/10.1037/ocp0000346
73. Maslyn, J. M., & Uhl-Bien, M. (2001). Leader–member exchange and its dimensions: Effects of self-effort and other's effort on relationship quality. Journal of Applied Psychology, 86(4), 697-708. https://doi.org/10.1037/0021-9010.86.4.697
74. Matta, F. K., Frank, E. L., Farh, C. I. C., & Lee, S. M. (2024). Do intelligent leaders differentiate exchange relationships intelligently? A functional leadership approach to Leader-Member Exchange differentiation. Journal of Applied Psychology, 109(4), 490-512. https://doi.org/10.1037/apl0001164
75. Mayring, P. (2014). Qualitative content analysis: Theoretical foundation, basic procedures and software solution. Klagenfurt.
76. Meira, J. V. D. S., & Hancer, M. (2021). Using the Social Exchange Theory to explore the employee-organization relationship in the hospitality industry. International Journal of Contemporary Hospitality Management, 33(2), 670-692. https://doi.org/10.1108/ijchm-06-2020-0538
77. Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass.
78. Meyer, T., Sickinghe, M., Matera, V., & Morina, N. (2024). Comparison standards shape everyday judgments of low and high wellbeing in individuals with and without psychopathology: A diary-based investigation. Scientific Reports, 14(1), 4063. https://doi.org/10.1038/s41598-024-54681-x
79. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Sage Publications.
80. Neuman, W. L. (2006). Social research methods qualitative and quantitavie approach (6th ed.). Pearson.
81. Northouse, P. (2013). Leadership: Theory and practice. Thousand Oaks: Sage.
82. Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1-13. https://doi.org/10.1177/1609406917733847
83. Nwoko, J. C., Emeto, T. I., Malau-Aduli, A. E., & Malau-Aduli, B. S. (2023). A systematic review of the factors that influence teachers’ occupational wellbeing. International Journal of Environmental Research and Public Health, 20(12), 6070. https://doi.org/10.3390/ijerph20126070
84. OECD (2020). TALIS 2018 results (volume II): Teachers and school leaders as valued professionals. TALIS, OECD Publishing, Paris, https://doi.org/10.1787/19cf08df-en.
85. OECD (2023). Education at a glance 2023: OECD indicators. OECD Publishing, Paris, https://doi.org/10.1787/e13bef63-en.
86. Okçu, V., Cemaloğlu, N., & Ay, İ. (2025). The effect of school principals’ empowering leadership behaviors on well-being at work: The mediating role of organizational ostracism. The Asia-Pacific Education Researcher, 34(2), 777-791. https://doi.org/10.1007/s40299-024-00895-6
87. Özdemir, S., & Kazancı Tınmaz, A. (2024). Dezavantajlı bölgelerde yaşanan öğretmen sirkülasyonunun sebepleri, sonuçları ve çözüm önerilerine ilişkin öğretmen ve yönetici görüşleri. Türk Eğitim Bilimleri Dergisi, 22(2), 1212-1242. https://doi.org/10.37217/tebd.1343987
88. Özgenel, M., Yazıcı, Ş., & Asmaz, A. (2022). The mediator role of organizational justice in the relationship between school principals’ agile leadership characteristics and teachers’ job satisfaction. Frontiers in Psychology, 13, 895540. https://doi.org/10.3389/fpsyg.2022.895540
89. Öztürk, N. (2015). Eğitim örgütlerinde örgüt kültürü ve öğretmen liderliği: Lider-üye etkileşiminin aracılık rolü [Organisational culture and teacher leadership in educational organisations: The mediating role of leader-member interaction] [Unpublished doctoral thesis]. Gaziantep University.
90. Patton, M. Q. (2015). Qualitative research & evaluation methods (4th ed.). Sage Publications.
91. Pong, H. K. (2022). The correlation between spiritual well-being and burnout of teachers. Religions, 13(8), 760. https://doi.org/10.3390/rel13080760
92. Price, H. (2021). Weathering fluctuations in teacher commitment: Leaders relational failures, with improvement prospects. Journal of Educational Administration, 59(4), 493-513. https://doi.org/10.1108/JEA-07-2020-0157
93. Prummer, K., Human-Vogel, S., Graham, M. A., & Pittich, D. (2024). The role of mentoring in developing leaders’ emotional intelligence: exploring mentoring types, emotional intelligence, organizational factors, and gender. Frontiers in Education, 9, 1393660.https://doi.org/10.3389/feduc.2024.1393660
94. Qu, G. (2024). Perceived school climate, collective teacher efficacy, self-compassion, and subjective well-being in Chinese university teachers: a mediation analysis. Humanities and Social Sciences Communications, 11(1), 1-14. https://doi.org/10.1057/s41599-024-04074-2
95. Renshaw, T. L., Long, A. C. & Cook, C. R. (2015). Assessing teachers’ positive psychological functioning at work: development and validation of the teacher subjective wellbeing questionnaire. School Psychology Quarterly, 30(2), 289-306. https://doi.org/10.1037/spq0000112
96. Runhaar, P., Konermann, J., & Sanders, K. (2013). Teachers' organizational citizenship behaviour: Considering the roles of their work engagement, autonomy and leader–member exchange. Teaching and teacher education, 30, 99-108. https://doi.org/10.1016/j.tate.2012.10.008
97. Santalla-Banderali, Z., & Alvarado, J. M. (2022). Incidence of leader–member exchange quality, communication satisfaction, and employee work engagement on self-evaluated work performance. International Journal of Environmental Research and Public Health, 19(14), 8761. https://doi.org/10.3390/ijerph19148761
98. Scandura, T. A. (1999). Rethinking Leader-Member Exchange: an organizational justice perspective. Leadership Quarterly, 10(1), 25-37. https://doi.org/10.1016/S1048-9843(99)80007-1
99. Schulze-Hagenest, T., Carstensen, B., Weber, K., Jansen, T., Meyer, J., Köller, O., & Klusmann, U. (2023). Teachers’ emotional exhaustion and job satisfaction: How much does the school context matter? Teaching and Teacher Education, 136, 104360. https://doi.org/10.1016/j.tate.2023.104360
100. Schwarz, G., Richter, U. H., Shirodkar, V., & Esho, E. (2025). Unethical pro–organizational behavior and employee performance in côte d’ıvoire: The effects of leader–member exchange and affective organizational commitment. International Journal of Public Administration, 48(7), 431-445. https://doi.org/10.1080/01900692.2024.2367032
101. Sezgin, F. (2010). Öğretmenlerin örgütsel bağlılığının bir yordayıcısı olarak okul kültürü [School culture as a predictor of teachers' organizational commitment]. Education and Science, 35(156), 142-159. https://doi.org/10.15390/ES.2010.867
102. Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22(2), 63-75. https://doi.org/10.3233/EFI-2004-22201
103. Shie, E.-H., & Chang, S.-H. (2022). Perceived principal’s authentic leadership impact on the organizational citizenship behavior and well-being of teachers. Sage Open, 12(2). https://doi.org/10.1177/21582440221095003
104. Shkoler, O., Tziner, A., Vasiliu, C., & Ghinea, C. N. (2021). A moderated-mediation analysis of organizational justice and Leader-Member Exchange: Cross-validation with three sub-samples. Frontiers in Psychology, 12, 616476. https://doi.org/10.3389/fpsyg.2021.616476
105. Siyam, N., Yacoub, H. A. M., & Siyam, Y. (2025). Exploring leadership’s impact on teacher well-being: A case study from Dubai. International Journal of Community Well-Being, 8, 359-382.https://doi.org/10.1007/s42413-025-00246-3
106. Srivastava, A. P., & Dhar, R. L. (2016). Impact of leader member exchange, human resource management practices and psychological empowerment on extra role performances: The mediating role of organisational commitment. International Journal of Productivity and Performance Management, 65(3), 351-377. https://doi.org/10.1108/ijppm-01-2014-0009
107. Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (5th ed.). Pearson.
108. Tian, J., Zhang, W., Mao, Y., & Gurr, D. (2022). The impact of transformational leadership on teachers' job burnout: the mediating role of social-emotional competence and student-teacher relationship. Journal of Educational Administration, 60(4), 369-385. https://doi.org/10.1108/jea-04-2021-0075
109. Triandis, H. C. (1995). Individualism & collectivism. Westview Press.
110. Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805.
111. Tsuyuguchi, K. (2023). Analysis of the determinants of teacher well-being: Focusing on the causal effects of trust relationships. Teaching and teacher education, 132, 104240. https://doi.org/10.1016/j.tate.2023.104240
112. Uhl-Bien, M., Graen, G. B., & Scandura, T. A. (2000). Leader-Member Exchange (lmx) for strategic human resource management systems: Relationships as social capital for competitive advantage. Personel and Human Resources Management, 18,137-185. https://doi.org/10.5465/apbpp.2000.5535191
113. Volmer, J., Schulte, E. M., & Fritz, C. (2023). Facilitating employee recovery from work: The role of leader-member-exchange. Occupational Health Science, 7(2), 297-319. https://doi.org/10.1007/s41542-022-00132-w
114. Wahlstrom, K. L., & Louis, K. S. (2008). How teachers experience principal leadership: The roles of professional community, trust, efficacy, and shared responsibility. Educational Administration Quarterly, 44(4), 458-495. https://doi.org/10.1177/0013161x08321502
115. Wang, H., Law, K. S., Hackett, R. D., Wang, D., & Chen, Z. X. (2005). Leader-Member Exchange as a mediator of the relationship between transformational leadership and followers' performance and organizational citizenship behavior. Academy of Management Journal, 48(3), 420-432. https://doi.org/10.5465/amj.2005.17407908
116. Wang, X., Gao, Y., Wang, Q., & Zhang, P. (2024). Relationships between self-efficacy and teachers’ well-being in middle school English teachers: The mediating role of teaching satisfaction and resilience. Behavioral Sciences, 14(8), 629. https://doi.org/10.3390/bs14080629
117. Willie, M. M. (2025). Leader-Member Exchange and organisational performance: A review of communication, biases, and personality challenges. Golden Ratio of Human Resource Management, 5(1), 120-132. https://doi.org/10.52970/grhrm.v5i1.697
118. Xu, Z., & Pang, N. S. K. (2024). Promoting teachers’ organizational commitment: the effects of authentic leadership, teachers’ well-being and social–emotional competence. Behavioral Sciences, 14(10), 862. https://doi.org/10.3390/bs14100862
119. Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Seçkin Yayıncılık.
120. Zhang, X., Admiraal, W., Saab, N., & Liu, Y. (2025). Exploring teaching quality: The role of school working conditions, principal leadership, and teacher characteristics. Educational Psychology, 45(3), 292-313. https://doi.org/10.1080/01443410.2025.2466663
121. Zhou, D., Liu, S., Zhou, H., Liu, J., & Ma, Y. (2023). The association among teacher-student relationship, subjective well-being, and academic achievement: Evidence from Chinese fourth graders and eighth graders. Frontiers in Psychology, 14, 1097094. https://doi.org/10.3389/fpsyg.2023.1097094
122. Zhou, S., Slemp, G. R., & Vella-Brodrick, D. A. (2024). Factors associated with teacher wellbeing: A meta-analysis. Educational Psychology Review, 36(2), 63. https://doi.org/10.1007/s10648-024-09886-x