Alper Uslukaya
Biographic Data
| ID | 2749168 |
|---|---|
| NAME | Alper Uslukaya |
| GIVEN NAMES | Alper |
| FAMILY NAME | Uslukaya |
| SIGNATURE | USLUKAYA A |
| AFFILIATIONS | Çankırı Karatekin University |
| ORCID | 0000-0003-1455-8438 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Unpacking teachers’ personal accomplishments within the JD-R model
This study examines how principals’ learning-centered leadership behaviors, communication skills, and promotion of teacher collaboration are associated with teachers’ sense of personal accomplishment, as framed by the Job Demands–Resources (JD-R) model. Data were collected via an online survey from 2723 teachers across 12 geographical regions of Türkiye during the 2024–2025 academic year. Structural equation modelling revealed that learning-cente…
Deciphering the mechanisms linking school leadership to instructional practices through collective teacher efficacy
The present study aims to examine the relationship between school leadership and teachers’ instructional practices and to explore the roles of collective teacher efficacy and school climate in this association. Data were collected from 2663 teachers working in 135 schools across 12 regions of Türkiye. Structural equation modelling was employed using Bayesian estimation. The findings indicate that school leadership is positively associated with te…
Transformational leadership and work interference with family in Türkiye
In this study, a moderated mediation model was tested, in which transformational leadership triggers teachers’ work interference with family, with teacher commitment as a mediator and power distance as a moderator. To this end, data collected from 698 teachers across 59 schools were analyzed using a Bayesian-estimated multilevel structural equation modeling approach. The results indicated that transformational leadership was not directly related …
Exploring the Moderating Roles of Family‐Work Conflict in the Relationship Between Work‐Family Conflict and Teacher Well‐Being
Teachers well‐being has a significant influence on their quality of life, as well as on students' emotions, behaviors, and cognitions. Although there is evidence of a negative relationship between teachers' experience of work‐family conflict (WFC) and family‐work conflict (FWC) with their well‐being, we have no information on how the interaction of these two experiences relates to teacher well‐being. Therefore, this study aims to examine the rela…
Can teacher ostracism be prevented? Exploring how empowering leadership can mitigate teacher ostracism through work engagement
AIM: Using the job demands-resources model, this study theorizes the negative longitudinal relationship between empowering leadership and teacher ostracism, both directly and through work engagement. METHOD: For this purpose, data collected in three waves at four-month intervals from 473 teachers (51.6% women; mean age = 42.26) working in schools at different levels in the centre of Elazığ province, eastern Turkey, during the 2022-2023 academic y…
Reciprocal relationships between job resources and work engagement in teachers
Although there is substantial evidence in the literature regarding the relationship between job resources and work engagement, the direction and timing of these relationships remain unclear. In this regard, the present study aimed to examine the time-lagged and concurrent reciprocal relationships between job resources and work engagement. To achieve this, a cross-lagged panel analysis with latent variables was conducted using data collected from …
The relationships between supervisor and colleague support interaction with teacher presenteeism and work engagement
In this study, a multilevel moderated mediation model is analyzed using the motivational pathway of the job demands-resources (JD-R) model to explore the connections that can prevent teacher presenteeism. We utilized a multilevel structural equation modelling (MSEM) approach with Bayesian estimation to examine the relationships between teacher presenteeism, work engagement, supervisor support, and colleague support. We used data collected from a …
The relationship of trust in the principal and servant leadership’s interaction with work engagement and teacher passion
The relationships between teacher self‐efficacy, optimism, perceived social support, and burnout
Using the revised job demands–resources model, this study aimed to analyze the direct relationship of teacher self‐efficacy with burnout and its indirect relationship through perceived social support as well as the moderating roles of teacher optimism in these relationships. The study used a Bayesian estimator with structural equation modeling to examine the structural relationships among self‐efficacy, optimism, perceived social support, and bur…
Can a supportive supervisor be a treasure for teachers? A multilevel analysis of the relationship between perceived supervisor support, work engagement, and burnout
In this study, we examined the relationships between perceived supervisor support, work engagement, and burnout levels of teachers by using multilevel analysis. We assumed that a high level of perceived supervisor support would relate positively to work engagement but negatively to burnout. We also suggested that work engagement would mediate the relationship between perceived supervisor support and burnout. The participants of the study consiste…
The relationships between teacher presenteeism, emotional demands, trust in principal and emotional exhaustion
No prominent works on this page.
Can a supportive supervisor be a treasure for teachers? A multilevel analysis of the relationship between perceived supervisor support, work engagement, and burnout
In this study, we examined the relationships between perceived supervisor support, work engagement, and burnout levels of teachers by using multilevel analysis. We assumed that a high level of perceived supervisor support would relate positively to work engagement but negatively to burnout. We also suggested that work engagement would mediate the relationship between perceived supervisor support and burnout. The participants of the study consiste…
The relationships between teacher presenteeism, emotional demands, trust in principal and emotional exhaustion
The relationships between supervisor and colleague support interaction with teacher presenteeism and work engagement
In this study, a multilevel moderated mediation model is analyzed using the motivational pathway of the job demands-resources (JD-R) model to explore the connections that can prevent teacher presenteeism. We utilized a multilevel structural equation modelling (MSEM) approach with Bayesian estimation to examine the relationships between teacher presenteeism, work engagement, supervisor support, and colleague support. We used data collected from a …
The relationship of trust in the principal and servant leadership’s interaction with work engagement and teacher passion
The relationships between teacher self‐efficacy, optimism, perceived social support, and burnout
Using the revised job demands–resources model, this study aimed to analyze the direct relationship of teacher self‐efficacy with burnout and its indirect relationship through perceived social support as well as the moderating roles of teacher optimism in these relationships. The study used a Bayesian estimator with structural equation modeling to examine the structural relationships among self‐efficacy, optimism, perceived social support, and bur…
Transformational leadership and work interference with family in Türkiye
In this study, a moderated mediation model was tested, in which transformational leadership triggers teachers’ work interference with family, with teacher commitment as a mediator and power distance as a moderator. To this end, data collected from 698 teachers across 59 schools were analyzed using a Bayesian-estimated multilevel structural equation modeling approach. The results indicated that transformational leadership was not directly related …
Exploring the Moderating Roles of Family‐Work Conflict in the Relationship Between Work‐Family Conflict and Teacher Well‐Being
Teachers well‐being has a significant influence on their quality of life, as well as on students' emotions, behaviors, and cognitions. Although there is evidence of a negative relationship between teachers' experience of work‐family conflict (WFC) and family‐work conflict (FWC) with their well‐being, we have no information on how the interaction of these two experiences relates to teacher well‐being. Therefore, this study aims to examine the rela…
Can teacher ostracism be prevented? Exploring how empowering leadership can mitigate teacher ostracism through work engagement
AIM: Using the job demands-resources model, this study theorizes the negative longitudinal relationship between empowering leadership and teacher ostracism, both directly and through work engagement. METHOD: For this purpose, data collected in three waves at four-month intervals from 473 teachers (51.6% women; mean age = 42.26) working in schools at different levels in the centre of Elazığ province, eastern Turkey, during the 2022-2023 academic y…
Reciprocal relationships between job resources and work engagement in teachers
Although there is substantial evidence in the literature regarding the relationship between job resources and work engagement, the direction and timing of these relationships remain unclear. In this regard, the present study aimed to examine the time-lagged and concurrent reciprocal relationships between job resources and work engagement. To achieve this, a cross-lagged panel analysis with latent variables was conducted using data collected from …
Unpacking teachers’ personal accomplishments within the JD-R model
This study examines how principals’ learning-centered leadership behaviors, communication skills, and promotion of teacher collaboration are associated with teachers’ sense of personal accomplishment, as framed by the Job Demands–Resources (JD-R) model. Data were collected via an online survey from 2723 teachers across 12 geographical regions of Türkiye during the 2024–2025 academic year. Structural equation modelling revealed that learning-cente…
Deciphering the mechanisms linking school leadership to instructional practices through collective teacher efficacy
The present study aims to examine the relationship between school leadership and teachers’ instructional practices and to explore the roles of collective teacher efficacy and school climate in this association. Data were collected from 2663 teachers working in 135 schools across 12 regions of Türkiye. Structural equation modelling was employed using Bayesian estimation. The findings indicate that school leadership is positively associated with te…
Job Satisfaction and Organizational Behavior (9 works) · Psychology (8 works) · Social Psychology (8 works) · Mediation (7 works) · Moderated mediation (5 works) · Structural equation modeling (5 works) · Work engagement (5 works) · Multilevel model (4 works) · Teacher Education and Leadership Studies (4 works) · Applied Psychology (3 works)