The Mediating Role of Subjective Well-Being in the Relationship Between Empowering Leadership and Organizational Resilience

Abstract

This study investigates the mediating role of teachers’ subjective well-being in the relationship between empowering leadership and the organizational resilience of schools. This is a quantitative study adopting correlational design. The sample consists of 410 teachers working in Kocaeli province. Participants were reached by a convenient sampling method. Data were collected with the “Empowering Leadership Scale”, “Teacher Subjective Well-being Scale” and “Organizational Resilience Scale”. The validity and reliability of the scales were tested within the scope of the current study, which yielded satisfactory results. Before the data analysis, the distribution of the data and whether there was a multicollinearity problem among the predictor variables were tested. Path analysis was used to test the research hypotheses. The findings suggested that the participants’ perceptions of the variables were relatively positive. There were statistically significant positive associations between the variables. On the other hand, empowering leadership significantly predicted teacher subjective well-being and organizational resilience, and teacher subjective well-being significantly predicted organizational resilience. Lastly, teachers’ subjective well-being mediated the relationship between empowering leadership and organizational resilience. Drawing on these findings, it can be concluded that empowering teachers positively contribute to their subjective well-being (engagement in school and teaching efficacy), increasing schools’ organizational resilience.