Abstract:

In the study, it was aimed to determine whether there is a relationship between the quality of leader member interaction and emotional well-being according to the opinions of the teachers. The study population of the research, which was designed in the relational scanning model, consisted of 3400 teachers working in secondary schools in the district of Esenyurt, Istanbul in the 2022-2023 academic year, and the sample consisted of 342 teachers determined by simple random sampling. Leader-member interaction Quality Scale and Emotional Well-Being Scale at Work were used to collect research data. Since the research data did not show a normal distribution, non-parametric tests were used. According to the results of the research, teachers' perceptions of leader-member interaction quality are often at the level of high emotional well-being perceptions. In the study, it was concluded that there was no significant difference in teachers' perceptions of leader-member interaction quality and emotional well-being according to the variables of gender, education level and working time at the current school. While the seniority variable did not create a significant difference in teachers' perceptions of leader-member interaction quality, it created a significant difference in their perceptions of emotional well-being. In the study, it was found that there were significant differences in the quality of leader-member interaction and emotional well-being perceptions of teachers whose working time with the current school principal was different; It was concluded that there is a moderately positive and significant relationship between the quality of leader-member interaction and emotional well-being. Therefore, school administrators should create an open, healthy, positive and functional communication system in order to create a school culture and climate dominated by respect, cooperation and sharing, which will improve leader-member interaction at school.

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