The role of administrative support in the relationship between teachers’ perceptions of organizational support and teacher leadership levels

Abstract

This study investigated the role of administrative support in the correlation between teachers’ perceptions of organizational support and their levels of leadership. This study adopts a relational screening model. The study population consisted of teachers in elementary, middle, and high schools. The sample consisted of 304 teachers selected through convenience sampling. Data were collected using the Organizational Support Scale, Administrative Support Scale and the Teacher Leadership Scale. The findings indicate significant positive relationships between teachers’ perceptions of organizational support, perceptions of administrative support, and their levels of leadership. When examining whether administrative support mediated the impact of organizational support on teacher leadership, significant effects were observed on the paths connecting organizational support, administrative support, and teacher leadership. Specifically, the paths from organizational support to teacher leadership through administrative support were significant, whereas the direct pathway from organizational support to teacher leadership was not, suggesting that administrative support fully mediated this model. Considering these research findings and the existing literature, it is advisable to structure organizational support and administrative practices that foster teacher leadership in both in-school and out-of-school settings by legal regulations.

Keywords

• administrative support
• teacher leadership
• administrator-teacher interaction