The effect of shared leadership on job satisfaction: the mediating role of teacher self-efficacy*

Abstract

This study examined the relationship between school principals' shared leadership behaviours and teachers' job satisfaction with the mediating effect of teachers' self-efficacy perceptions. In this context, the main aim of this study is to contribute to the international literature in the field of educational administration regarding the effect of leadership on job satisfaction. Correlational cross-sectional research method was used in the research. Data were collected from a total of 384 teachers in 10 provinces in the western, central, and eastern regions of Turkey. Structural equation modelling was used to analyze structural relationships among variables. It was found in the research that shared leadership behaviours of principals had both direct and indirect effects on teachers' job satisfaction through teacher self-efficacy. The evidence from this study suggests that leadership practices that involve employees in decision-making processes and encourage cooperation in schools contribute to increasing teachers' job satisfaction by improving teacher self-efficacy.