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    How transformational leadership influences teachers' commitment and innovative practices: Understanding the moderating role of trust in principal
    (Sage Publications Ltd, 2024) Kilinc, Ali Cagatay; Polatcan, Mahmut; Savas, Gokhan; Er, Emre
    This study tested a moderated mediation model of transformational leadership's effects on teacher innovative practices, with teacher commitment as mediator and trust in principal as moderator. Implementing a cross-sectional survey design and using data from 611 teachers working in 56 schools in Turkey, we employed multilevel structural equation modelling with Bayesian estimation to estimate the structural links between our variables. The results provided evidence of the indirect effects of transformational leadership on teacher innovative practices through the significant mediator role of teacher commitment. We also found evidence that trust in principal acted as a significant moderator of the indirect effect of transformational leadership on teacher innovative practice through teacher commitment. This study adds nuanced evidence to the global literature by concluding that the effect of transformational leadership on teacher commitment and innovative practice is contingent upon the extent to which teachers trust their principals. We conclude with key implications for policy and practice.
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    Linking transformational leadership to teacher commitment and alienation: Do motivational climate profiles moderate?
    (Sage Publications Ltd, 2023) Kilinc, Ali Cagatay; Ozdemir, Nedim; Polatcan, Mahmut; Savas, Gokhan; Dolapci, Erhan
    This study aimed to identify schools' motivational climate profiles and tested how each profile moderates the linkage of transformational leadership with teacher commitment and alienation. Gathering data from 1193 teachers working in 103 schools in Turkiye, we employed multilevel moderation with a latent class variable to estimate the structural links between our variables. The study offered nuanced evidence to the literature by suggesting that sampled schools were categorised under two profiles as high performance and high mastery school climate in terms of their prevalent motivational climate. Our results also provided evidence of the significant moderator role of the school-level profiles on the effect of transformational leadership. Our study suggests that transformational leaders might be more effective in promoting teachers' collective sense of commitment and eliminating their sense of alienation in schools where a performance-oriented climate is fostered. Key implications for policy and practice around the contextualised nature of school leadership are discussed in this study.
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    The Relationship Between Teacher Leadership, Teacher Professionalism, and Perceived Stress
    (Ani Yayincilik, 2015) Kilinc, Ali Cagatay; Cemaloglu, Necati; Savas, Gokhan
    Problem Statement: Teacher leadership has recently attracted the attention of scholars and practitioners due to its promotion of student learning and school improvement. Thus, there is a need for investigating the construct of teacher leadership and its relationship with various organizational and personal variables. Considering the fact that research on teacher leadership is scarce, the present study may serve as an important data source for policy makers in regard to developing high-quality teaching and learning in schools. Purpose of the Study: This study sought to examine the relationships between teacher leadership, teacher professionalism, and perceived stress. Teacher leadership was the dependent variable of the study, whereas teacher professionalism and perceived stress were the independent variables. Method: The present study employed a correlational research model where two independent variables and one dependent variable were used. A total of 302 teachers participated in the study. The Teacher Leadership Scale, Teacher Professionalism Scale, and Perceived Stress Scale were used to gather data. Descriptive statistics, Pearson's product-moment correlation coefficients, and a stepwise multiple-regression analysis were used to analyze the data. Findings: Results indicated that there were positive and significant relationships between teacher professionalism and dimensions of teacher leadership, such as institutional improvement (r = .35, p < .01), professional improvement (r = .36, p < .01), and collaboration among colleagues (r = .20, p < .01). However, there were negative and significant relationships between perceived stress and dimensions of teacher leadership, such as institutional improvement (r = -.28, p < .01), professional improvement (r = -.35, p < .01), collaboration among colleagues (r = -.30, p < .01), and teacher professionalism (r = -.21, p < .01). Professionalism and perceived stress together explained 16% of the total variance in the institutional-improvement dimension, 21% in the professional-improvement dimension, and 11% in the collaboration-among- colleagues dimension. Conclusion and Recommendations: Results confirmed that teacher professionalism and perceived stress were important variables predicting teacher leadership. In this regard, an organizational structure supporting the professional behaviors of teachers and minimizing the factors causing them to experience stress should be created, and a school's organizational structure should be supported by a healthy organizational climate to promote teacher leadership.