This study explores the relationships between principal trust in teachers, principal well-being, resilience, and leadership for learning. Specifically, we develop and test a theoretical model where principal trust in teachers is treated as the independent variable, leadership for learning as the dependent variable, and principal well-being and resilience as mediators.
Data were collected from 337 principals working in Turkish schools. The theoretical model was analysed using confirmatory factor analysis and structural equation modelling.
The results demonstrate a significant direct relationship between principal trust in teachers and leadership for learning, as well as an indirect relationship mediated by principal well-being and resilience. These findings underscore the pivotal role of principals’ personal resources in translating principal trust in teachers into implementing leadership for learning practices.
This study shifts the focus of trust, well-being, and resilience research from teachers to principals, offering rare empirical evidence on how these variables influence principal leadership. Uniquely positioning leadership for learning as an outcome variable, this study highlights the role of relational and personal resources in shaping leadership for learning practices.
