How Does Leader-Member Exchange in Schools Affect Teachers' Subjective Well-Being? A Mixed Methods Study

Abstract

The primary aim of this study is to investigate the predictive role of Leader-Member Exchange in schools on teachers’ subjective well-being and to provide a comprehensive understanding of this relationship through an explanatory sequential mixed-methods design. A correlational survey model was used in the quantitative phase

while a phenomenological design was used in the qualitative phase. The quantitative sample consisted of 364 teachers working in middle schools in the central district of Siirt

selected through simple random sampling. The qualitative sample consisted of 18 teachers selected through criterion and maximum diversity sampling. Quantitative data were collected using the Leader-Member Exchange Scale and the Teacher Subjective Well-Being Scale

while qualitative data were collected through semi-structured interviews and were analyzed using content analysis. The findings show a positive and significant relationship between Leader-Member Exchange and teachers' subjective well-being. It was determined that the dimensions of emotion

contribution

and professional respect predicted school commitment

while the dimension of loyalty significantly predicted teaching competence. Furthermore

the qualitative findings supported the quantitative results

revealing that school administrators establishing a quality Leader-Member Exchange that considers teachers' needs strengthens teachers' subjective well-being.