Exploring of the Relationship Between School Administrators' Inclusive Leadership Behaviours and Teachers' Autonomy

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Inclusive leadership behaviors positively correlate with teacher autonomy, highlighting key relational dynamics in education settings.
Analysis revealed that male teachers view administrators as more supportive compared to female teachers, suggesting gender-based differences in perception.
Quantitative research utilized a sample of 390 teachers across primary, secondary, and high schools in Gaziantep, revealing diverse insights into leadership practices.
Multiple regression analysis confirmed predictive relationships between inclusive leadership and various dimensions of teacher autonomy.

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Relational survey model examines correlation between inclusive leadership and teacher autonomy in schools, indicating gender differences.

Gürbüz et al. (2025) studied this question.

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