Analysis shows distributed leadership improves job satisfaction in metropolitan high schools, suggesting organizational identification and resilience play key roles.
This study examines the indirect effect of distributed leadership on teacher job satisfaction, mediated by organizational identification and resilience. The research focuses on high schools within Türkiye's centralized education system, specifically those situated in densely populated metropolitan areas. Data were collected from 902 teachers using stratified sampling and analyzed through serial mediation. The results indicate that distributed leadership enhances teachers’ identification with their schools, which subsequently strengthens their resilience and increases their job satisfaction. These findings highlight the importance of leadership practices that promote collective identity and emotional resilience to support teacher well-being in complex urban school environments.
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Gamze Tuti (2025) studied this question.
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