TITLE:
The Role of Distributed Leadership and School Climate in Explaining the Relationship between Self-Efficacy and Job Satisfaction among Teachers in Türkiye. Evidence from Talis 2018
AUTHORS:
Mohammed Issah
KEYWORDS:
School Climate, Job Satisfaction, Distributed Leadership, Self-Efficacy, TALIS, Secondary Analysis, Structural Equation Modelling
JOURNAL NAME:
Open Journal of Leadership,
Vol.15 No.1,
March
4,
2026
ABSTRACT: In this study, the author examined the role of teachers’ self-efficacy, distributed leadership, and school climate in job satisfaction among teachers in Türkiye. The study explored further whether distributed leadership and school climate measures mediate the relationship between self-efficacy and job satisfaction. The current study is a secondary analysis of data from the 2018 International Teaching and Learning Survey database. The study adopted a cross-sectional survey design. A total of 3204 teachers and 173 principals at the lower secondary level from Türkiye took part in the 2018 TALIS. Data analysis conducted using SEM in Mplus. The results reveal that teacher classroom management efficacy, student management efficacy, teachers’ perceived disciplinary climate, and participation among stakeholders measures had a positive and statistically significant association with teachers’ satisfaction with their work environment, while the teacher instruction efficacy, teachers’ perceived disciplinary climate, and participation among stakeholders measures had a positive statistically significant association with teachers’ satisfaction with their profession. Distributed leadership and school climate measures did not mediate the relationship between teachers’ self-efficacy and job satisfaction. School administrators can increase teachers’ job satisfaction by increasing teachers’ self-efficacy through professional development activities.