Abstract:

The aim of this research was to determine the relationship between leadership styles of elementary school principals and mobbing that teachers experience. The population of the study consisted of 60 schools and 1301 teachers working in primary schools of Ministry of National Education in 5 Central education districts of Aksaray. The sample set of research were chosen from the population with the multi-stage sampling method. The first stage was stratified sampling and the second stage was simple random sampling. 395 surveys were analyzed in the study. The Multifactor Leadership Questionnaire and Negative Acts Questionnaire were used to collect data. The data were assessed by using Pearson Product-Moment Correlation Coefficient and Multi Regression Analysis Technique. The findings of the research showed that school principals shown mid-level transformational and transactional leadership behaviours, and they were more likely to perform transformational leadership style. Teachers were victims of bullying at low level. As long as primary school principals have more transformational and transactional leadership behaviours, teachers’ mobbing experiences decrease. Idealized influence (behavior) and inspirational motivation that sub-dimensions of transformational leadership style and contingent reward that subdimension of transactional leadership style are significant predictor of mobbing. Mobbing that primary school teachers experience can be explained by school principals’ leadership styles

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