ArticleBMC psychology2025
Is there a significant relationship between the empowering leadership behaviors of school principals and the psychological resilience of teachers? Understanding the moderating effects of gender and length of time spent with the school principal.
Article in BMC psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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Who cites it
5 citing papers in PubMed.
- Supportive infrastructure and teacher resilience: the mediating role of intrinsic motivation and the moderating role of workplace relationships.BMC psychology · 2026Article
- The relationship between distributed leadership and the enthusiasm and professional collaboration levels of teachers in Türkiye: the moderator effect of teacher optimism.Frontiers in psychology · 2026Article
- Empowering leadership as a secure base:enhancing organizational identification via age-contingent employee resilience.Frontiers in psychology · 2026Article
- The relationship of distributed leadership with teachers' subjective well-being and professional satisfaction in Türkiye: does psychological resilience make a difference?BMC psychology · 2025Article
- The relationship between inclusive leadership in sustainable education and teachers' subjective wellbeing in Türkiye: the mediating role of affective commitment.Frontiers in psychology · 2025Article
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2 authors.
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Abstract
The psychological resilience of teachers has gained significant attention due to its positive effects on schools and students. This cross-sectional quantitative study investigates the moderating roles of gender and the length of time spent with the school principal in the relationship between principals' empowering leadership behaviors and teachers' psychological resilience. Data were collected from 362 teachers working in public primary, secondary, and high schools in Siirt, Türkiye. Descriptive statistics, correlation analysis, and moderation analysis using the bootstrapping method were applied to analyze the data. The findings reveal that the empowering leadership behaviors of school principals positively correlate with teachers' psychological resilience, with variations based on gender and time spent with the principal. Specifically, the relationship is stronger for female teachers compared to male teachers and for those who have spent more time with the school principal. These results offer theoretical insights and practical recommendations for enhancing teacher resilience through leadership practices, highlighting the importance of understanding contextual and demographic factors.
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