The Relationship Between Transformational Leadership and School Happiness: The Mediating Role of School Culture

Abstract

The aim of this study is to reveal the mediating role of school culture in the effect of school principals' transformational leadership style on school happiness. For this purpose, the research was conducted according to the quantitative research method and relational screening model. Transformational leadership style was determined as the independent variable, school culture as the mediating variable, and school culture as the dependent variable. The study group of the research consists of 403 teachers working in public schools on the European side of Istanbul. Data were analyzed with correlation and mediation tests. The research findings indicate a significant and positive relationship between school principals' transformational leadership style and teachers' perception of school happiness. While the transformational leadership style directly and positively impacts school happiness, this effect continues even when support culture, achievement culture, and task culture are included in this dual relationship. However, support culture and task culture "partially mediate" this relationship, thereby indirectly contributing to the impact of transformational leadership style on school happiness. In light of these findings, the transformational leadership style of school principals can be considered as an important strategy to increase the overall happiness of the school community by developing and supporting a culture of support and a culture of task.