Abstract
The aim of this research is to demonstrate the mediating role of school culture in the effect of the transformational leadership style of school principals on school happiness. For this purpose, the research was carried out according to the quantitative research method and relational survey model. Transformational leadership style is determined as independent variable, school culture as mediator variable and school culture as dependent variable. The sample of the research contains 403 teachers working in public schools in the European side of Istanbul. The data were analyzed with correlation and mediation tests. As a result of the analysis, we found a positive significant relationship between the transformational leadership style of school principals and the perceptions of teachers' culture, support culture, success culture and task culture and school happiness. Transformational leadership style affects the school happiness directly and positively. When the school culture is added to this dual relationship, the effect of the transformational leadership style on school happiness continues, but the support and task culture indirectly contributes to the effect of the transformational leadership style on school happiness by “partially mediating” this bilateral relationship.
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