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Öğe Are the Notions of Leader–Member Exchange and Organisational Citizenship Effective in Enhancing Teachers’ Job Performance in Türkiye? A Moderated Mediation Model(MDPI AG, 2025-01-02) Mehmet Sabir ÇevikThis study is correlational and cross-sectional quantitative research that examines the moderating role of working time with the school principal on the effect of leader-member exchange on teachers' job performance through organisational citizenship. Data were collected from 481 teachers in 43 public schools across the western, central, northern, southern, and eastern regions of Türkiye using the convenience sampling method. The Leader-Member Exchange Scale, Organisational Citizenship Scale, and Employee Performance Scale were used as data collection tools. Data were analysed through descriptive analyses, Pearson correlation analysis, and moderator and moderated mediation analyses. The results indicated positive and significant relationships among leader-member exchange, organisational citizenship behaviours, and teachers' job performance. It was found that leader-member exchange indirectly affected teachers' job performance through organisational citizenship, and working time with the school principal served as a moderator in the relationship between leader-member exchange and organisational citizenship. The indirect effect of leader-member exchange on job performance through organisational citizenship was stronger for teachers with shorter working durations with the principal.Öğe Is there a significant relationship between the empowering leadership behaviors of school principals and the psychological resilience of teachers? Understanding the moderating effects of gender and length of time spent with the school principal(Springer Science and Business Media LLC, 2025-01-08) Mehmet Sabir Çevik; Emine DoğanThe psychological resilience of teachers has gained significant attention due to its positive effects on schools and students. This cross-sectional quantitative study investigates the moderating roles of gender and the length of time spent with the school principal in the relationship between principals' empowering leadership behaviors and teachers' psychological resilience. Data were collected from 362 teachers working in public primary, secondary, and high schools in Siirt, T & uuml;rkiye. Descriptive statistics, correlation analysis, and moderation analysis using the bootstrapping method were applied to analyze the data. The findings reveal that the empowering leadership behaviors of school principals positively correlate with teachers' psychological resilience, with variations based on gender and time spent with the principal. Specifically, the relationship is stronger for female teachers compared to male teachers and for those who have spent more time with the school principal. These results offer theoretical insights and practical recommendations for enhancing teacher resilience through leadership practices, highlighting the importance of understanding contextual and demographic factors.
