Akademik Veri Yönetim Sistemi
EDUCATIONAL ADMINISTRATION QUARTERLY, 2026 (SSCI, Scopus)
This study seeks to identify principals' leadership typologies and explore whether and to what extent these profiles were linked with teacher resilience and well-being. Employing a data set of 1,831 teachers in 120 elementary and lower secondary schools in T & uuml;rkiye, we developed and tested a multilevel latent profile mediation model where leadership typologies were treated as independent variables, teacher resilience as mediator, and teacher well-being as outcome variables. The results revealed three distinct leadership profiles at the individual level (limiting, transitioning, and integrating) and two profiles at the school level (transitioned and integrated). We found that integrating teachers and integrated school profiles were associated with a higher level of teacher resilience and well-being. Additionally, our study revealed that both tiers of integrated leadership profiles exhibited an indirect association with teacher well-being, mediated by teacher resilience, particularly when compared to other profile groups. This study extends the global school leadership literature by suggesting that different leadership styles are related and that the link between school leadership and teacher outcomes is strengthened when multiple leadership types are integrated. We provide implications for policy and practice.