The Relationship Between School Principals’ Toxic Leadership Behaviours and Teachers’ Exposure to Workplace Cyberbullying

This study investigates the predictive relationship between teachers’ perceptions of toxic leadership behaviours exhibited by school principals and their exposure to workplace cyberbullying. The aim is to contribute to research on leadership in education by highlighting how destructive leadership practices extend into digital interactions and affect teachers’ well-being. A quantitative research approach was employed, using a correlational survey design. Data were collected from 381 teachers working in public and private primary, secondary, and high schools in the Çankaya district of Ankara during the 2024–2025 academic year. Instruments included a personal information form, the Toxic Leadership Scale, and the Workplace Cyberbullying Inventory adapted for educational institutions. The findings indicate a statistically significant difference in teachers’ perceptions of exposure to both toxic leadership and cyberbullying based on educational background. Regression analysis further demonstrated that toxic leadership significantly predicts the level of workplace cyberbullying experienced by teachers. These results highlight the influence of school principals’ leadership style on teachers’ psychosocial experiences in digital environments. The study provides important implications for practice, emphasizing the need to promote inclusive, ethical, and supportive leadership models to cultivate healthier digital communication climates in schools. Limitations include reliance on self-reported data and a geographically restricted sample. Future research should employ longitudinal or mixed methods designs and expand to different regions to deepen understanding. This paper offers novel insights for scholars, policymakers, and practitioners by linking toxic leadership with workplace cyberbullying in educational contexts.