Exploring the relationship between learning climate in schools and agile leadership using multi-group path analysis: does “Willingness to work” have a mediating role

Basit Öğe Kaydı
dc.authorid0000-0002-4672-5264
dc.authorid0000-0003-3923-5133
dc.contributor.authorSözer Boz, Esra
dc.contributor.authorTabak, Hasan
dc.date.accessioned2025-07-11T13:50:22Z
dc.date.available2025-07-11T13:50:22Z
dc.date.issued2025
dc.departmentEğitim Fakültesi
dc.description.abstractThe learning climate in schools is significantly influenced by relationships among teachers, students, and school administration. Despite its importance, relatively few studies have explored the relationship between learning climate and principal characteristics from teachers’ perspectives. This study aims to examine the mediating role of teachers’ willingness to work in the relationship between the learning climate in schools and agile leadership. The participants consist of 630 teachers from various educational levels, ranging from preschool to high school. Data were collected using the Agile Leadership Scale, the Learning Climate Scale, and an item assessing teachers’ willingness to work. Mediation analysis was employed to examine the impact of teachers’ willingness to work on the relationship between agile leadership and the learning climate in schools. The findings revealed that willingness to work serves as a mediator in the relationship between the learning climate in schools and agile leadership. Multi-group path analysis indicated that this mediation effect was significant among male teachers, whereas they were not observed among female teachers. The overall results demonstrate that the learning climate in schools is affected by the agile leadership of the principals, and the willingness to work of teachers partially mediated this relationship. These findings underscore the importance of agile leadership behaviors in fostering a conducive learning climate and suggest that supporting teachers’ professional and personal development can further enhance this environment.
dc.identifier.doi10.1007/s12144-025-07450-6
dc.identifier.endpage4015
dc.identifier.issn10461310
dc.identifier.issue5
dc.identifier.scopus105003775231
dc.identifier.startpage4002
dc.identifier.urihttps://dx.doi.org/10.1007/s12144-025-07450-6
dc.identifier.urihttps://hdl.handle.net/20.500.12451/13274
dc.identifier.volume44
dc.identifier.wosWOS:001411698400001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakScopus
dc.indekslendigikaynakWeb of Science
dc.institutionauthorTabak, Hasan
dc.institutionauthorid0000-0003-3923-5133
dc.language.isoen
dc.publisherSpringer
dc.relation.ispartofCurrent Psychology
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectAgile Leadership
dc.subjectLearning Climate in Schools
dc.subjectMediation
dc.subjectPath Analysis
dc.subjectWillingness to Work
dc.titleExploring the relationship between learning climate in schools and agile leadership using multi-group path analysis: does “Willingness to work” have a mediating role
dc.typeArticle

Dosyalar

Orijinal paket
Listeleniyor 1 - 1 / 1
Küçük Resim
İsim:
sozer boz-esra-2025.pdf
Boyut:
1.17 MB
Biçim:
Adobe Portable Document Format
İndir
Lisans paketi
Listeleniyor 1 - 1 / 1
[ X ]
İsim:
license.txt
Boyut:
1.17 KB
Biçim:
Item-specific license agreed upon to submission
Açıklama:
İndir

Koleksiyon

Makale Koleksiyonu
Scopus İndeksli Yayınlar Koleksiyonu
WoS İndeksli Yayınlar Koleksiyonu