DOI:
https://doi.org/10.64782/istlj.316601-21Keywords:
educational leadership, hubris syndrome, power and leadership, dark leadership, toxic leadership, teacher burnoutHighlights
- Hubris syndrome in school principals significantly predicts toxic leadership behaviors.
- Toxic leadership is a strong determinant of teacher burnout in school settings.
- Toxic leadership partially mediates the hubris–teacher burnout relationship.
Highlights
Abstract
Research on dark leadership in education has increasingly documented the harmful consequences of destructive leadership behaviors for teachers and schools. However, less attention has been paid to the psychological antecedents that give rise to such behaviors, particularly those emerging from prolonged exposure to power. Drawing on the concept of hubris syndrome as an acquired leadership pathology, this study examines how school principals’ hubristic tendencies contribute to teacher burnout through toxic leadership behaviors. Using data collected from 476 teachers working in public schools, the study tests a mediation model through structural equation modeling. Hubris syndrome is conceptualized as a power-induced distortion characterized by excessive self-confidence, diminished empathy, and detachment from reality. Results indicate that principals’ hubris strongly predicts toxic leadership behaviors, which in turn significantly increase teachers’ burnout levels. Bootstrapping analyses further reveal that toxic leadership partially mediates the relationship between hubris and teacher burnout, suggesting that the detrimental effects of hubris are largely enacted through observable destructive leadership practices. By positioning hubris as an antecedent rather than a parallel construct within dark leadership frameworks, this study advances theoretical understanding of how leadership pathologies develop and operate in educational organizations. The findings highlight the importance of addressing power-related psychological risks in leadership selection, development, and oversight, offering important implications for preventing toxic leadership and protecting teacher well-being in schools
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