Organizational Predictors of Teachers' Subjective Well-Being: Multinational Evidence from PISA 2022 Data

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dc.contributor.authorFidan, Tuncer
dc.date.accessioned2026-01-24T12:29:09Z
dc.date.available2026-01-24T12:29:09Z
dc.date.issued2025
dc.departmentAlanya Alaaddin Keykubat Üniversitesi
dc.description.abstractTeachers' subjective well-being can be regarded as an indicator of their healthy functioning at work. This implies that positive organizational factors like principal instructional leadership, the climate of trust, work autonomy, and collaboration can potentially create healthy work environments for teachers. The current study examined the relationship between principal instructional leadership and teachers' subjective well-being. The mediating roles of the climate of trust, teachers' work autonomy, and teacher collaboration in this relationship were also examined. The geographical region was included as a control variable to check the effects of macro-cultural differences among jurisdictions that participated in the Programme for International Student Assessment (PISA) 2022. This cross-sectional study employed a multinational dataset of PISA 2022. Participants included 52,823 teachers working in 17 jurisdictions in countries that participated in PISA 2022. Structural equation modeling was used to analyze the data. Findings indicated that principal instructional leadership positively influenced teachers' subjective well-being directly and indirectly through the climate of trust, teachers' work autonomy, and teacher collaboration. Furthermore, the geographical region was found to significantly influence teachers' well-being, the climate of trust, teachers' work autonomy, and teacher collaboration. Based on the study findings, establishing team structures, building an instructional coaching system, implementing co-teaching strategies, and establishing feedback systems to provide constructive, supportive, and positive feedback to teachers were among the recommended points.
dc.identifier.doi10.1177/21582440251362956
dc.identifier.issn2158-2440
dc.identifier.issue3
dc.identifier.scopus2-s2.0-105021234958
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.1177/21582440251362956
dc.identifier.urihttps://hdl.handle.net/20.500.12868/5150
dc.identifier.volume15
dc.identifier.wosWOS:001550820500001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherSage Publications Inc
dc.relation.ispartofSage Open
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WoS_20260121
dc.subjectteachers' subjective well-being
dc.subjectprincipal instructional leadership
dc.subjectthe climate of trust
dc.subjectteachers' work autonomy
dc.subjectteacher collaboration
dc.titleOrganizational Predictors of Teachers' Subjective Well-Being: Multinational Evidence from PISA 2022 Data
dc.typeArticle

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