Doğan Emine
Faculty of Education, Department of Educational Administration, Kahramanmaraş Sütçü İmam University, Kahramanmaraş, Türkiye.
Sci Rep. 2025 Aug 25;15(1):31291. doi: 10.1038/s41598-025-17311-8.
There is a consensus in the literature that the integrated leadership approach, which includes different leadership styles, has an impact on teachers' emotions as well as their behaviors. The aim of this study is to examine the moderator role of distributed leadership in the effect of servant leadership on teachers' teaching enthusiasm through their subjective well-being in Turkish schools. In this cross-sectional study, a moderated mediation model was tested with a quantitative approach. The analyses were conducted with data collected from 827 teachers from 81 provinces of Türkiye. The study results revealed that there was no significant direct relationship between servant leadership and teaching enthusiasm; however, there was a significant and positive relationship between servant leadership and teacher subjective well-being and between teacher subjective well-being and teaching enthusiasm. Additionally, the study found that when distributed leadership was high, the relationship between servant leadership and teacher subjective well-being and the indirect effect of servant leadership on teaching enthusiasm through teacher subjective well-being were strengthened. In other words, the study concluded that school principals who exhibit both servant and distributed leadership can increase teachers' teaching enthusiasm by improving teachers' subjective wellbeing.
文献中存在一种共识，即包含不同领导风格的综合领导方法会对教师的情绪及其行为产生影响。本研究的目的是通过土耳其学校教师的主观幸福感，检验分布式领导在仆人式领导对教师教学热情的影响中所起的调节作用。在这项横断面研究中，采用定量方法对一个有调节的中介模型进行了检验。分析使用了从土耳其81个省的827名教师收集的数据。研究结果表明，仆人式领导与教学热情之间没有显著的直接关系；然而，仆人式领导与教师主观幸福感之间以及教师主观幸福感与教学热情之间存在显著的正相关关系。此外，研究发现，当分布式领导水平较高时，仆人式领导与教师主观幸福感之间的关系以及仆人式领导通过教师主观幸福感对教学热情的间接影响会得到加强。换句话说，该研究得出结论，展现出仆人式领导和分布式领导的学校校长可以通过改善教师的主观幸福感来提高教师的教学热情。
