Abstract
The aim of this study was to investigate the structural relationship between teachers' power sources, educational gain, and the mediating role of the psychosocial climate in high school classrooms. Participants included 362 students (223 females and 125 males) who were randomly selected through cluster sampling. All participants voluntarily completed questionnaires about teacher power sources, psychosocial classroom climate, and educational gain. Structural equation modeling and Smart PLS 3.3.2 software were used to analyze the data. The findings indicated a significant positive relationship between teachers' power sources and educational gain. There was also a positive and significant relationship between teachers' power sources and the psychosocial classroom climate. Conversely, a negative relationship was found between the psychosocial classroom climate and educational gain. Moreover, the results showed a positive and significant relationship between teachers' power sources and educational gain, with the psychosocial classroom climate mediating this relationship. These findings emphasize the importance of teachers' optimal use of various power sources to create a favorable psychosocial classroom climate, which can significantly contribute to students' educational gain.