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Journals / International Journal of Management and Administration / 2026 / Cilt: 10 Sayı: 19

The Mediating and Moderating Role of Emotional Intelligence in the Impact of Strategic Leadership on Job Performance: A Research in the Turkish Education Sector

STRATEJİK LİDERLİĞİN İŞ PERFORMANSINA ETKİSİNDE DUYGUSAL ZEKÂNIN ARACI VE DÜZENLEYİCİ ROLÜ: TÜRKİYE EĞİTİM SEKTÖRÜNDE BİR ARAŞTIRMA

Vakkas Arslan0000-0002-7542-2326
Pages
68–80
Publication Date
2025-12-16
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The results indicate that emotional intelligence exerts a strong and significant partial mediating effect on the relationship between strategic leadership and job performance (indirect effect β = .600, p < .001), accounting for 70.3% of the total effect.

📌 3 Key Takeaways

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Objective & Hypothesis:This study examines the mediating and moderating roles of emotional intelligence (EI) in the relationship between strategic leadership and job performance within the Turkish education sector.
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Key Findings & Data:Drawing on social exchange theory and conservation of resources theory, the study proposes a moderated mediation model in which EI functions simultaneously as a transmission mechanism and a conditional amplifier of leadership effects.
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Conclusion & Impact:The results indicate that emotional intelligence exerts a strong and significant partial mediating effect on the relationship between strategic leadership and job performance (indirect effect β = .600, p < .001), accounting for 70.3% of the total effect.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:stratejik liderlik · duygusal zeka · iş performansı

Abstract

This study examines the mediating and moderating roles of emotional intelligence (EI) in the relationship between strategic leadership and job performance within the Turkish education sector. Drawing on social exchange theory and conservation of resources theory, the study proposes a moderated mediation model in which EI functions simultaneously as a transmission mechanism and a conditional amplifier of leadership effects. Data were collected from 320 teachers and school administrators across seven geographical regions of Türkiye. Analyses were conducted using SPSS 26, PROCESS Macro v4.2, and AMOS 26. The results indicate that emotional intelligence exerts a strong and significant partial mediating effect on the relationship between strategic leadership and job performance (indirect effect β = .600, p < .001), accounting for 70.3% of the total effect. Moreover, EI significantly moderates this relationship, such that the positive impact of strategic leadership on job performance becomes substantially stronger at higher levels of emotional intelligence (interaction effect β = .187, p = .004). The moderated mediation index is also significant, confirming that the indirect effect of strategic leadership on performance varies systematically across levels of EI. Structural equation modeling demonstrates excellent model fit (CFI = .998; RMSEA = .019) and explains 73.4% of the variance in job performance. By empirically integrating mediation and moderation mechanisms within a single model, this study advances leadership theory by positioning emotional intelligence as a central psychological resource that both transmits and conditions strategic leadership effects. The findings offer important implications for leadership development and performance management in emotionally demanding organizational contexts, particularly within the education sector.

Özet

Bu çalışma, Türkiye eğitim sektöründe stratejik liderlik ile iş performansı arasındaki ilişkide duygusal zekânın (DZ) aracı ve düzenleyici rollerini incelemektedir. Sosyal değişim teorisi ile kaynakların korunması teorisine dayanan araştırma, duygusal zekânın liderlik etkilerinin hem aktarım mekanizması hem de koşullu güçlendiricisi olarak eşzamanlı biçimde işlev gördüğü düzenlenmiş aracılık modelini önermektedir. Veriler, Türkiye’nin yedi coğrafi bölgesinde görev yapan 320 öğretmen ve okul yöneticisinden toplanmıştır. Analizler SPSS 26, PROCESS Macro v4.2 ve AMOS 26 kullanılarak gerçekleştirilmiştir. Elde edilen bulgular, duygusal zekânın stratejik liderlik ile iş performansı arasındaki ilişkide güçlü ve anlamlı bir kısmi aracı etkiye sahip olduğunu göstermektedir (dolaylı etki β = .600, p < .001) ve bu etkinin toplam etkinin %70,3’ünü açıkladığı belirlenmiştir. Ayrıca, duygusal zekâ bu ilişkiyi anlamlı biçimde düzenlemekte; duygusal zekâ düzeyi arttıkça stratejik liderliğin iş performansı üzerindeki olumlu etkisi belirgin şekilde güçlenmektedir (etkileşim etkisi β = .187, p = .004). Düzenlenmiş aracılık indeksi de anlamlı bulunmuş olup, stratejik liderliğin performans üzerindeki dolaylı etkisinin duygusal zekâ düzeylerine göre sistematik biçimde değiştiğini doğrulamaktadır. Yapısal eşitlik modellemesi sonuçları, mükemmel düzeyde model uyumuna işaret etmekte (CFI = .998; RMSEA = .019) ve iş performansındaki varyansın %73,4’ünü açıklamaktadır. Aracılık ve düzenleme mekanizmalarını tek bir model içerisinde ampirik olarak bütünleştiren bu çalışma, duygusal zekâyı stratejik liderlik etkilerini hem aktaran hem de koşullayan merkezi bir psikolojik kaynak olarak konumlandırarak liderlik kuramına önemli katkılar sunmaktadır. Bulgular, özellikle eğitim sektörü gibi yoğun duygusal emek gerektiren örgütsel bağlamlarda liderlik geliştirme ve performans yönetimi uygulamaları açısından önemli çıkarımlar ortaya koymaktadır.

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Cite This Article

Arslan, V. (2025). The Mediating and Moderating Role of Emotional Intelligence in the Impact of Strategic Leadership on Job Performance: A Research in the Turkish Education Sector. International Journal of Management and Administration, Cilt: 10 Sayı: 19, 68–80. https://doi.org/10.29064/ijma.1842834

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