Teachers with high job satisfaction become more effective and productive by showing high performance and positively affecting student and school outcomes. This study investigates the relationship between school principals’ agile leadership characteristics, organizational justice, and job satisfaction, and sheds light on the role of organizational justice in the relationship between agile leadership and job satisfaction. To achieve this aim, a theoretical model has been put forward and this model has been tested with the data collected from 409 teachers working in public schools in Istanbul. The results show that school principals with high agile leadership characteristics and organizational justice are associated with teachers’ job satisfaction. The analyses also indicate that organizational justice strongly contributes to the relationship between agile leadership and job satisfaction and plays an important role in the relationship between the two determinants.

The research aims to reveal the effect of teachers’ agile leadership perceptions on their affective occupational commitment and how employee voice plays a mediating role in this effect. The study group of the research consists of 354 teachers working in Istanbul in 2021. The research is carried out according to the relational survey model. Correlation analysis is carried out and tested using the suggested mediation model based on the relationship between the variables to determine the relationship between variables. According to the research findings, the agile leadership characteristics of school principals positively affect their affective occupational commitment. Additionally, mediation analysis showed that employee voice is a partial mediator between agile leadership characteristics and affective occupational commitment. This research contributes to the theory by revealing the important effects of the agile leader in the school. In the light of the findings, the implications of the agile leader, employee voice, and occupational commitment of teachers were discussed, and suggestions were made for future research.

Learning agility is the ability to learn from experiences and to apply these learnings rapidly and successfully in the event of new problems. This research aims to reveal whether the learning agility of teachers in Turkey had an impact on their readiness for change and performance. The explanatory sequential research design was adopted to further clarify the relationship between the variables. The quantitative phase of the study was conducted on a sample group consisting of 1640 teachers working in public schools in Istanbul. Subsequently, data were obtained through semi-structured interviews from 21 teachers working in public schools, and the data were analyzed by content analysis. According to the quantitative research findings, teachers' learning agility positively affects readiness for change and performance. The qualitative findings of the study revealed that teachers developed their learning agility through training, research and experience. It has been determined that teachers with high learning agility are open-minded and ready for change. Teachers achieve speed and flexibility in classroom practices by finding solutions to the problems brought about by change. In addition, unlike the quantitative findings, the qualitative findings revealed that teachers were not sufficiently prepared for change and even showed resistance to change. The findings provide clues about teachers' professional development and educational reform and change initiatives.

Teachers' ability to sustain their professional efforts and demonstrate high performance is largely related to their level of motivation. In supporting teacher motivation, it is of great importance for school principals to recognize teachers’ varying needs in a timely manner and to respond to those needs quickly and appropriately. In this context, agile leadership stands out as a contemporary leadership style that helps teachers stay motivated under uncertain and challenging conditions. In addition, teachers’ perceptions of gender and their experiences related to gender can influence how they perceive agile leadership and affect their levels of motivation. The purpose of this study is to determine the relationship between school principals’ agile leadership behaviors and teachers’ motivation, and to examine the moderating role of gender in this relationship. The data were collected from 373 teachers working in public schools in Istanbul Province, Turkey, during the 2024–2025 academic year. Convenience sampling was used to select participants. AMOS was used to assess the reliability of the scales, while Model 1 of the SPSS PROCESS Macro was employed to test the research hypotheses. According to the research findings, agile leadership was found to be associated with teacher motivation. The findings also indicate that gender plays a moderating role in this relationship and that the link between agile leadership and motivation is more pronounced among male teachers. It was also found that female teachers had higher motivation levels when perceptions of agile leadership were low. However, as school principals’ agile leadership behaviors increased, male teachers’ motivation levels rose more significantly. These findings suggest that agile leaders can act as catalysts when men have low motivation levels. The findings were discussed within the framework of Self-Determination Theory and gender roles.

Bu araştırma, okul müdürlerinin etik liderlik davranışları ile öğretmenlerin mesleğe yönelik duygusal bağlılıkları arasındaki ilişkiyi incelemeyi amaçlamaktadır. Araştırma, nicel yöntemlerle yürütülmüş ve ilişkisel tarama deseninde tasarlanmıştır. Araştırmanın örneklemi, İstanbul ili Küçükçekmece ilçesinde devlet okullarında görev yapan 381 öğretmen oluşturmaktadır. Veriler, “Etik Liderlik Ölçeği” ve “Dört Boyutlu Mesleki Bağlılık Ölçeği” kullanarak toplanmıştır. Bulgular, öğretmenlerin etik liderlik algılarının yüksek, mesleki duygusal bağlılıklarının çok yüksek düzeyde olduğunu göstermektedir. Demografik değişkenler bakımından, etik liderlik algısı ve duygusal mesleki bağlılık düzeylerinin cinsiyete göre anlamlı düzeyde farklılaşmadığı; buna karşın yaş değişkenine bağlı anlamlı farklılık tespit edilmiştir. Ayrıca, etik liderlik algısının öğretmenlerin eğitim durumu ve kıdemine göre farklılaştığı, duygusal mesleki bağlılığın ise bu değişkenlere göre anlamlı bir farklılık göstermediği bulunmuştur. Duygusal mesleki bağlılıkta ise böyle bir farklılık gözlemlenmemiştir. Korelasyon sonuçları, etik liderlik ve alt boyutları ile mesleki duygusal bağlılık arasında ilişki olduğunu göstermektedir. Çoklu regresyon analizleri, iletişimsel ve davranışsal etik liderlik davranışlarının öğretmenlerin mesleğine duygusal bağlılıklarını önemli ölçüde etkilediğini ortaya koymaktadır.Bu yönüyle araştırma, okul müdürlerinin iletişimsel ve davranışsal etik liderlik boyutlarının duygusal mesleki bağlılık üzerindeki yordayıcı rolünü ortaya koyarak hizmet içi eğitim programlarında hangi içerik alanlarına öncelik verilmesi gerektiğine dair somut bulgular sunmaktadır.