In the literature, the mediating role of teacher subjective well-being and the moderating role of psychological resilience in the association of distributed leadership with professional satisfaction have not been sufficiently examined through a moderated mediation model, particularly within centralized educational systems such as Türkiye. This study aims to examine the moderating role of psychological resilience in the association between distributed leadership on professional satisfaction through teachers’ subjective well-being in Turkish schools. In accordance with the quantitative method, 645 teachers from 24 provinces of Türkiye participated in this cross-sectional study and the data were tested with moderated mediation model. The results of the study revealed a significant and positive relationship between distributed leadership, psychological resilience, teacher subjective well-being, and professional satisfaction. In addition, it was determined that as psychological resilience increased, the association of distributed leadership with teacher subjective well-being and the indirect association of distributed leadership with professional satisfaction through teacher subjective well-being became stronger. In other words, it was concluded that distributed leadership is associated with higher professional satisfaction through its relationship with teachers’ subjective well-being depending on psychological resilience. In the study, it is suggested that school leaders should strengthen distributed leadership practices and create environments to support teachers’ psychological resilience as an important strategy to promote teachers’ subjective well-being and professional satisfaction.

It has become increasingly important to provide equal educational opportunities to all students for quality and sustainable education in classrooms with rapidly increasing diversity. In this context, communication skills, social intelligence and intercultural sensitivity are important competences that can affect teacher performance and efficiency in classrooms. Despite the importance of these competencies, empirical studies examining the relationships between these variables are scarce. Consequently, this study aimed to investigate the relationships between teacher candidates’ communication skills and their intercultural sensitivity and social intelligence levels through the application of structural equation modeling (SEM). The participants were selected from among the teacher candidates studying at Kütahya Dumlupınar University, a public university in Türkiye, using simple random sampling method. The results indicated that teacher candidates had high levels of communication skills, intercultural sensitivity and social intelligence. In addition, while there was a significant positive relationship between communication skills and intercultural sensitivity level and social intelligence level at low level, there was a significant positive relationship between intercultural sensitivity and social intelligence level at medium level. Furthermore, communication skills and intercultural sensitivity were found to be significant predictors of social intelligence and intercultural sensitivity had a partial mediating role in the relationship between communication skills and social intelligence. In the study, it was concluded that teacher candidates’ communication skills predicted social intelligence through intercultural sensitivity.

Introduction: Supporting teachers' subjective wellbeing in schools is a critical factor that directly is associated with both teacher productivity and student achievement. However, the role of inclusive leadership and possible mediating mechanisms in this context has not been sufficiently investigated. The present study examines the association between school administrators' inclusive leadership behaviors and teachers' subjective wellbeing and the mediating role of affective commitment in this relationship. Methods: Data was collected online from 585 teachers working at different levels in four regions of Türkiye. Measurements were taken using the Inclusive Leadership Scale, Affective Commitment Subscale, and Subjective Wellbeing Scale. The Structural Equation Model (SEM) was used for data analysis in the study, and the significance of direct and indirect associations between variables was evaluated using the bootstrap method. The measurement and structural models showed acceptable fit (χ ² /df = 3.46; CFI = 0.92; TLI = 0.91; RMSEA = 0.065). Results: According to the results, inclusive leadership was positively associated with teachers' subjective wellbeing both directly and indirectly through affective commitment. Inclusive leadership had a moderate direct effect on subjective wellbeing (β = 0.51), while affective commitment had a weaker but significant effect (β = 0.17). Inclusive leadership strongly predicted affective commitment (β = 0.85). The indirect effect was significant (β = 0.14), with a VAF of approximately 22%, indicating partial mediation. Overall, the model explained 72% of the variance in affective commitment and 32% of the variance in subjective wellbeing. Discussion: The findings of the study reveal that inclusive leadership is significantly associated with teachers‘ subjective wellbeing. Practically, these results highlight the importance of leadership practices that foster transparency, accessibility, participation, and valuing teacher input. Integrating inclusive leadership principles into leadership training programmes and educational policy frameworks may strengthen teachers' motivation, organizational commitment, and wellbeing. Such practices may also reduce stress and burnout among teachers, contributing to more sustainable and supportive school environments. Future research may further examine these associations across different school types and cultural contexts.

One of the distinct leadership styles in influencing the attitudes and behaviors of employees in organizations is inclusive leadership, which means hints at that there may be a relationship between inclusive leadership and organizational behavior. This study, which was designed with a correlational study model, aims to determine the moderating role of gender and age in the relationship between school principals' inclusive leadership behaviors and teachers' organizational cynicism levels. The study data were collected from the study population consisting of 4583 teachers. The sample consisted of 377 teachers, which were reached through the simple random sampling method. In addition, the inclusive leadership and organizational cynicism scales were used while collecting data. The results were obtained using descriptive statistics (mean and standard deviation), Pearson's product-moment correlation, and the modulation-effect analysis. Based on this study, school principals' inclusive leadership behavior levels were high, while teachers' organizational cynicism levels were low. Again, there is a moderately negative and significant relationship between school principals' inclusive leadership behaviors and teachers' organizational cynicism. Also, this study revealed that gender and age have a moderating effect on the relationship between school principals' inclusive leadership behaviors and teachers' organizational cynicism. The influence of school principals' inclusive leadership behaviors on teachers' organizational cynicism levels was high in on female teachers and less in younger teachers.

The aim of this study is to determine teachers' views on the COVID-19 pandemic process. The research was designed in phenomenology design in accordance with the qualitative research approach. The participants of the study consisted of 15 teachers working in Siirt and Bolu provinces. Maximum diversity and criterion sampling methods were preferred in determining the participants. The data obtained as a result of semi-structured interviews were analysed by content analysis. According to the results of the research, it was determined that the participant teachers made sense of the distance education process in terms of alternative, necessity, difficulty and technological context, stated that it has disadvantages as well as advantages and that it has different effects, especially psychological. In addition, it was determined in the study that teachers suggested solutions to the problems they encountered during the COVID-19 pandemic process in terms of infrastructure and technical support and training on the use of technology.