Teacher professional learning as a catalyst driving the link between authentic leadership, subjective well-being, and academic optimism in Turkish schools

Özdemir M., Naillioğlu Kaymak M., Öcal S., Alper U., Koçyiğit Gürbüz M., Doğruer A. B.

TEACHING AND TEACHER EDUCATION, cilt.2026, ss.1-20, 2026 (SSCI, Scopus)

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 2026
  • Basım Tarihi: 2026
  • Doi Numarası: 10.1016/j.tate.2025.105377
  • Dergi Adı: TEACHING AND TEACHER EDUCATION
  • Derginin Tarandığı İndeksler: Scopus, Social Sciences Citation Index (SSCI), IBZ Online, Education Abstracts, Educational research abstracts (ERA), Psycinfo, Public Affairs Index
  • Sayfa Sayıları: ss.1-20
  • Hacettepe Üniversitesi Adresli: Evet

Özet

This study examined the role of teacher professional learning in the relationship between authentic leadership,

teachers' subjective well-being, and teacher academic optimism in a sample of 499 Turkish teachers. Guided by

the Broaden-and-Build Theory, we tested a moderated mediation model in which subjective well-being mediated

the relationship between authentic leadership and teacher academic optimism, conditional on teachers' professional

learning. Results indicated that authentic leadership positively predicted subjective well-being, which

in turn positively influenced teacher academic optimism at moderate and high levels of professional learning, but

not at low levels. Teacher professional learning also moderated the effect of subjective well-being on teacher

academic optimism, enhancing the indirect influence of authentic leadership on teacher academic optimism

through subjective well-being. These findings highlight the critical role of professional learning in transforming

teachers’ positive psychological states into professional beliefs and practices. Implications for leadership, teacher

development, and educational policy are discussed.