The Relationship Between Empowering Leadership Behaviors of School Principals and Teachers' Self-Efficacy Perceptions and Job Satisfaction Levels

Abstract

This study aims to examine the relationship between empowering leadership behaviors of school principals and teachers' self-efficacy perceptions and job satisfaction levels. 260 teachers working in the Antakya district of Hatay province and selected by the stratified sampling method participated in the study. The Empowering Leadership Questionnaire, Teacher Self-Efficacy Belief Scale, Minnesota Job Satisfaction Scale were used to collect research data. Descriptive statistics, regression analysis, and path analysis were used to analyze the data. The findings of the study show that according to teachers' perceptions, school principals' empowering leadership behaviors are high. Similarly, it was found that teachers' self-efficacy perceptions and job satisfaction were also at a high level. Again, research findings reveal that there are moderate and positive relationships between empowering leadership behavior, self-efficacy, and job satisfaction. Empowering leadership behavior and self-efficacy are significant predictors of job satisfaction. Self-efficacy has a partial mediating effect on the relationship between empowering leadership behavior and job satisfaction. Based on the findings of the study, it was concluded that the empowering leadership behaviors of school principals, who play an important role in teachers’ job satisfaction, have this effect on teachers' self-efficacy.