The purpose of this study was to determine the relationship between the leadership behaviors of the school principals and the psychological capital of the teachers. The population of the research consists of 28,745 primary and secondary public school teachers in nine districts of Ankara. The sample of the study consists of a total of 731 teachers selected through stratified sampling. The “Psychological Capital Scale” and the “Leadership Practices Inventory” was used. Gender, school type, and seniority variables significantly differentiate the teachers’ perceptions of the school principals’ leadership behaviors and the teachers’ psychological capital levels. The teachers’ perceptions of their psychological capital were the lowest in the humor dimension and the highest in the wisdom dimension. The regression analysis indicates that according to the teachers’ perceptions, the principals’ leadership behaviors are a significant predictor of the teachers’ psychological capital.
Cite this article as: Bilgiç, B., & Demirkasımoğlu, N. (2022). The relationship between principals’ leadership behaviors and teachers’ psychological capital. HAYEF: Journal of Education, 19(3), 228-241.