Dönüşümcü Okul Liderliği ile Öğretmen Öznel İyi Oluşu Arasındaki İlişkinin İncelenmesi

This study investigates the relationship between school principals' transformational leadership behaviors and teachers' subjective well-being. The research is designed in a correlational survey model. The data were collected from 366 primary and secondary school teachers in the province of Karabük. During the data collection process, the transformational leadership scale and the teacher subjective well-being scale were used. The research findings revealed a moderately significant positive relationship between the transformational leadership behaviors of school principals and the subjective well-being levels of teachers. It was observed that there was a moderately significant positive relationship between the transformational leadership behaviors of school principals and teachers' subjective well-being at the sub-dimension levels of school commitment and instructional competence. A significant positive and moderate relationship was found between the sub-dimensions of transformational leadership and the sub-dimensions of teachers' subjective well-being. These findings suggest that teachers view school administrators as trustworthy and motivating, encouraging creative thinking, and showing care for individual needs. These findings are consistent with the literature, indicating that transformational leadership enhances teachers' subjective well-being.