Paternalistic leadership and teacher resilience in a collectivist context: a moderated-mediation model of collective teacher culture and principal support

Purpose This study examines the moderating role of principal support (PS) in the association between paternalistic leadership (PL) and teacher resilience (TR), mediated by collective teacher culture (CTC). Design/methodology/approach A moderated-mediation model was employed using the data collected from 390 public high school teachers in Türkiye. Findings Results revealed that the principal’s PL was indirectly related to TR through CTC, rather than exerting a direct effect. PS significantly moderated the effects of PL on both CTC and TR such that the positive effects of PL were strengthened when PS was higher. Originality/value Grounded in conservation of resources and social exchange theories, this study offers novel evidence for a conditional indirect effect linking PL to TR, extending both theories to the school leadership context.