Abstract
Previous research shows that sustainable organization conditions are associated with high levels of teacher well-being. Organizational happiness and quality of work life, two indicators of teacher well-being in an organization, impact the outcomes of teachers and organizations. Determining ways to support the organizational happiness and quality of work life variables in the organizational environment are gaining significance. Distributed leadership has attracted attention in the literature with its principles. Adopting a sequential explanatory design, qualitative data were collected after quantitative data. In the quantitative component, it was hypothesized that organizational happiness could play a mediating role in the relation between distributed leadership and quality of work life. This was tested through structural equation modeling, and the findings indicated that organizational happiness had a full mediation effect. In the qualitative component, the opinions of administrators regarding the effects of their behaviors on organizational happiness and quality of work life of teachers were investigated within the scope of distributed leadership. The results indicated that administrators’ own behaviors in the school context displayed distributed leadership characteristics.
Highlights
Findings indicating that at least 20% of teachers in the USA, the UK, China, Australia, and several European countries leave their profession in the first three years of their career [1,2]
We investigated the answers to the following research questions: (1) Do school administrators’ distributed leadership characteristics predict teachers’ organizational happiness and quality of work life?
structural equation modeling (SEM) was utilized to measure the extent to which distributed leadership could predict the quality of work life and organizational happiness
Summary
Findings indicating that at least 20% of teachers in the USA, the UK, China, Australia, and several European countries leave their profession in the first three years of their career [1,2]. Previous studies have argued that teachers have a moderate quality of work life [4] and moderate job satisfaction [5,6]. Organizational happiness of teachers may affect the perception of social justice in society [12]. The quality of work life directly affects job satisfaction, motivation, and the quality of work performed by teachers [13]. Previous studies have emphasized that further research is essential to guide the reinforcement of teachers’ organizational happiness in practice [14]
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
