Aldrup, K., Carstensen, B., & Klusmann, U. (2024). The role of teachers’ emotion regulation in teaching effectiveness: A systematic review integrating four lines of research. Educational Psychologist, 59(2), 89–110. https://doi.org/10.1080/00461520.2023.2282446
Bakker, A. B., & Demerouti, E. (2017). Job demands–resources theory: Taking stock and looking forward. Journal of Occupational Health Psychology, 22(3), 273–285. https://doi.org/10.1037/ocp0000056
Bass, B. M. (1990). From transactional to transformational leadership: Learning to share the vision. Organizational Dynamics, 18(3), 19–31. https://doi.org/10.1016/0090-2616(90)90061-S
Bass, B. M., & Avolio, B. J. (1990). Transformational Leadership Development: Manual for the Multifactor Leadership Questionnaire. Consulting Psychologists Press.
Bass, B. M., & Riggio, R. E. (2006). Transformational Leadership (2nd ed.). Lawrence Erlbaum Associates.
Batista-Foguet, J. M., Esteve, M., & van Witteloostuijn, A. (2021). Measuring leadership an assessment of the Multifactor Leadership Questionnaire. PloS One, 16(7), e0254329. https://doi.org/10.1371/journal.pone.0254329
Buri?, I., Kim, L. E., & Hodis, F. (2021). Emotional Labor Profiles Among Teachers: Associations with Positive Affective, Motivational, and Well-Being Factors. Journal of Educational Psychology, 113(6), 1227–1243. https://doi.org/10.1037/edu0000654
Cameron, K. S., & Quinn, R. E. (2011). Diagnosing and Changing Organizational Culture: Based on the Competing Values Framework (3rd ed.). Jossey-Bass.
Collie, R. J. (2024). Australian studies link teacher well-being to student outcomes. The Learning Professional, 45(3), 26–28. https://learningforward.org/journal/global-perspectives/australian-studies-link-teacher-well-being-to-student-outcomes
Day, C., Sammons, P., & Gorgen, K. (2020). Successful School Leadership. Education Development Trust.
Denison, D. R. (1990). Corporate Culture and Organizational Effectiveness. Wiley.
Fernet, C., Guay, F., Senécal, C., & Austin, S. (2012). Predicting intraindividual changes in teacher burnout: The role of perceived school environment and motivational factors. Teaching and Teacher Education, 28(4), 514–525. https://doi.org/10.1016/j.tate.2011.11.013
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2015). How to Design and Evaluate Research in Education (9th ed.). McGraw-Hill Education.
Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43(6), 495–513. https://doi.org/10.1016/j.jsp.2005.11.001
Hakanen, J. J., Bakker, A. B., & Turunen, J. (2024). The relative importance of various job resources for work engagement: A concurrent and follow-up dominance analysis. BRQ Business Research Quarterly, 27(3), 227–243. https://doi.org/10.1177/23409444211012419
Hallinger, P., & Heck, R. H. (2010). Collaborative leadership and school improvement: understanding the impact on school capacity and student learning. School Leadership & Management, 30(2), 95–110. https://doi.org/10.1080/13632431003663214
Hayes, A. F. (2022). Introduction to Mediation, Moderation, and Conditional Process Analysis: A Regression-Based Approach (3rd ed.). Guilford Press.
Hofstede, G., Hofstede, G. J., & Minkov, M. (2010). Cultures and Organizations: Software of the Mind: Intercultural Cooperation and Its Importance for Survival (3rd ed.). McGraw-Hill.
Hossain, S., & Sultana, N. (2022). Burnout in Secondary School Teachers: The Contribution of the Work Environment. International Journal of Psychology and Educational Studies, 9(4), 1368–1376. https://doi.org/10.52380/ijpes.2022.9.4.755
?nce, N. B. & ?ahin, A. E. (2015). Maslach Tükenmi?lik Envanteri-E?itimci Formu’nu Türkçe’ye Uyarlama Çal??mas?. E?itimde ve Psikolojide Ölçme ve De?erlendirme Dergisi, 6(2), 385-399.
Ingersoll, R. M. (2001). Teacher Turnover and Teacher Shortages: An Organizational Analysis. American Educational Research Journal, 38(3), 499–534. https://doi.org/10.3102/00028312038003499
Judge, T. A., & Piccolo, R. F. (2004). Transformational and Transactional Leadership: A Meta-Analytic Test of Their Relative Validity. Journal of Applied Psychology, 89(5), 755–768. https://doi.org/10.1037/0021-9010.89.5.755
Karacabey, M. F., Özkul, R., Polatcan, M., & Belliba?, M. ?. (2025). Transformational leadership and teacher burnout in Türkiye: The moderated mediation role of organisational support, teacher resilience and teacher workload. Educational Management Administration & Leadership. https://doi.org/10.1177/17411432251346087
Korkmaz, M. (2005). Duygular?n ve Liderlik Stillerinin Ö?retmenlerin Performans? Üzerinde Etkisi. Kuram ve Uygulamada E?itim Yönetimi, 43, 401-422
Köse, M., Köse, E. K., & Özdemir, S. Y. (2024). Leadership and Teacher Motivation: A Comparative Analyses on Different Types and Levels of Leadership in Schools. Education and Science, 49(219), 225–240. https://doi.org/10.15390/EB.2024.12146
Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5–22. https://doi.org/10.1080/13632434.2019.1596077
Leithwood, K., & Jantzi, D. (2006). Transformational school leadership for large-scale reform: Effects on students, teachers, and their classroom practices. School Effectiveness and School Improvement, 17(2), 201–227. https://doi.org/10.1080/09243450600565829
Liu, P., Chen, X. F., Cheng, Y. X., & Xiao, S. S. (2023). Understanding the relationship between teacher leadership and teacher well-being: the mediating roles of trust in leaders and teacher efficacy. Journal of Educational Administration, 61(6), 646–661. https://doi.org/10.1108/jea-09-2022-0152
Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Organizational Behavior, 2(2), 99–113. https://doi.org/10.1002/job.4030020205
Maslach, C., & Leiter, M. P. (2016). Burnout. In G. Fink (Ed.), Stress: Concepts, Cognition, Emotion, and Behavior (pp. 351–357). Academic Press. https://doi.org/10.1016/B978-0-12-800951-2.00044-3
Menon, H. A., Shee, T. L., Zaini, L. S. B. A., Othman, W. N. B. W., Zaida Nor Zainudin, & Anuar, M. (2024). Factors of Burnout among Teachers: A Systematic Review. International Journal of Academic Research in Business and Social Sciences, 14(11), 1498–1512. https://doi.org/10.6007/IJARBSS/v14-i11/23063
Nguni, S., Sleegers, P., & Denessen, E. (2006). Transformational and transactional leadership effects on teachers’ job satisfaction, organizational commitment, and organizational citizenship behavior in primary schools: The Tanzanian case. School Effectiveness and School Improvement, 17(2), 145–177. https://doi.org/10.1080/09243450600565746
Pierce, J. L., Kostova, T., & Dirks, K. T. (2003). The State of Psychological Ownership: Integrating and Extending a Century of Research. Review of General Psychology, 7(1), 84–107. https://doi.org/10.1037/1089-2680.7.1.84
Prenger, R., Tappel, A. P. M., Poortman, C. L., & Schildkamp, K. (2022). How can educational innovations become sustainable? A review of the empirical literature. Frontiers in Education, 7, 970715. https://doi.org/10.3389/feduc.2022.970715
Pressley, T. (2021). Factors Contributing to Teacher Burnout During COVID-19. Educational Researcher, 50(5), 325–327. https://doi.org/10.3102/0013189x211004138
Ryan, R. M., & Deci, E. L. (2018). Self-Determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness. Guilford Publications. https://doi.org/10.1521/978.14625/28806
Schein, E. H. (2010). Organizational Culture and Leadership (4th ed.). Jossey-Bass.
Schein, E. H. (2017). Organizational Culture and Leadership (5th ed.). Wiley.
Skaalvik, E. M., & Skaalvik, S. (2018). Job demands and job resources as predictors of teacher motivation and well-being. Social Psychology of Education, 21(5), 1251–1275. https://doi.org/10.1007/s11218-018-9464-8
Skogstad, A., Einarsen, S., Torsheim, T., Aasland, M. S., & Hetland, H. (2007). The Destructiveness of Laissez-Faire Leadership Behavior. Journal of Occupational Health Psychology, 12(1), 80–92. https://doi.org/10.1037/1076-8998.12.1.80
Terzi, A. R. (2005). ?lkö?retim Okullar?nda Örgüt Kültürü. Kuram ve Uygulamada E?itim Yönetimi, 43(43), 423–442. https://izlik.org/JA47CX89YT
Toropova, A., Myrberg, E., & Johansson, S. (2021). Teacher job satisfaction: the importance of school working conditions and teacher characteristics. Educational Review, 73(1), 71–97. https://doi.org/10.1080/00131911.2019.1705247
Travers, C. J., & Cooper, C. L. (1996). Teachers Under Pressure: Stress in the Teaching Profession. Routledge. https://doi.org/10.4324/9780203059975
Tsang, K. K., Wang, G., & Bai, H. (2022). Enabling School Bureaucracy, Psychological Empowerment, and Teacher Burnout: A Mediation Analysis. Sustainability, 14(4), 2047. https://doi.org/10.3390/su14042047
Wang, Y. (2024). Exploring the impact of workload, organizational support, and work engagement on teachers’ psychological wellbeing: a structural equation modeling approach. Frontiers in Psychology, 14, 1345740. https://doi.org/10.3389/fpsyg.2023.1345740
Zúñiga, D., Cerda, G., & Bustos Navarrete, C. (2025). Leadership for Educational Inclusion: Design and Validation of a Measurement Instrument. Education Sciences, 15(2), 181. https://doi.org/10.3390/educsci15020181