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

Katıtaş S., Yildiz S., Doğan S.

Educational Studies, 2022 (SSCI) identifier

  • Publication Type: Article / Article
  • Publication Date: 2022
  • Doi Number: 10.1080/03055698.2022.2133959
  • Journal Name: Educational Studies
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, International Bibliography of Social Sciences, Periodicals Index Online, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, PAIS International, Psycinfo, Social services abstracts, Sociological abstracts, Worldwide Political Science Abstracts
  • Keywords: job satisfaction, school principals, self-efficacy, Shared leadership, teachers
  • Yıldız Technical University Affiliated: Yes


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.