The relationship between inclusive leadership in sustainable education and teachers' subjective wellbeing in Türkiye: the mediating role of affective commitment.

Introduction: Supporting teachers' subjective wellbeing in schools is a critical factor that directly is associated with both teacher productivity and student achievement. However, the role of inclusive leadership and possible mediating mechanisms in this context has not been sufficiently investigated. The present study examines the association between school administrators' inclusive leadership behaviors and teachers' subjective wellbeing and the mediating role of affective commitment in this relationship. Methods: Data was collected online from 585 teachers working at different levels in four regions of Türkiye. Measurements were taken using the Inclusive Leadership Scale, Affective Commitment Subscale, and Subjective Wellbeing Scale. The Structural Equation Model (SEM) was used for data analysis in the study, and the significance of direct and indirect associations between variables was evaluated using the bootstrap method. The measurement and structural models showed acceptable fit (χ2/df = 3.46; CFI = 0.92; TLI = 0.91; RMSEA = 0.065). Results: According to the results, inclusive leadership was positively associated with teachers' subjective wellbeing both directly and indirectly through affective commitment. Inclusive leadership had a moderate direct effect on subjective wellbeing (β = 0.51), while affective commitment had a weaker but significant effect (β = 0.17). Inclusive leadership strongly predicted affective commitment (β = 0.85). The indirect effect was significant (β = 0.14), with a VAF of approximately 22%, indicating partial mediation. Overall, the model explained 72% of the variance in affective commitment and 32% of the variance in subjective wellbeing. Discussion: The findings of the study reveal that inclusive leadership is significantly associated with teachers' subjective wellbeing. Practically, these results highlight the importance of leadership practices that foster transparency, accessibility, participation, and valuing teacher input. Integrating inclusive leadership principles into leadership training programmes and educational policy frameworks may strengthen teachers' motivation, organizational commitment, and wellbeing. Such practices may also reduce stress and burnout among teachers, contributing to more sustainable and supportive school environments. Future research may further examine these associations across different school types and cultural contexts.