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    A cultural lens to school leadership effects on teacher instructional practices: The mediation of teacher collective efficacy and the moderation of uncertainty avoidance
    (Sage Publications Ltd, 2023) Ozdemir, Servet; Sezgin, Ferudun; Kilinc, Ali Cagatay; Polatcan, Mahmut
    This study explores how and under what boundary conditions school leadership influences teachers' instructional practices in Turkey. Using survey data from a sample of 928 teachers in 87 middle and high schools, the present study tested a moderated mediation model of school leadership's effects on teacher instructional practices, with teacher collective efficacy as the mediator and uncertainty avoidance perceptions of teachers as the moderator. We performed a multilevel structural equation modeling with Bayesian estimation to examine the relationships between our constructs. The results showed significant indirect effects of school leadership on teacher instructional practices with the significant mediator role of teacher collective efficacy. However, the distinct contribution of this study lies in exploring the moderator role of uncertainty avoidance on the effect of school leadership on teacher instructional practices through teacher collective efficacy. Our results enhance the field's understanding of how and to what extent cultural aspects of any given society shape the effects of school leadership practices on teaching.
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    Exploring the moderation role of teacher cultural value profiles on the association between transformational leadership and teacher job satisfaction: Evidence from Turkish education context
    (Sage Publications Ltd, 2024) Sezgin, Ferudun; Kilinc, Ali Cagatay; Ozdemir, Servet; Ozdemir, Nedim; Erdogan, Onur
    This study aims to identify teachers' cultural value profiles and to investigate how each profile moderates the empirical link between principal transformational leadership and teacher job satisfaction. Gathering data from a sample of 1062 teachers in 113 elementary and lower secondary schools in Turkiye, this cross-sectional study conducted latent profile analysis with moderation modelling to measure the structural links between study variables. Results showed that the sampled teachers were categorized under four profiles: decisive and participatory culture, flexible collaboration culture, rule-oriented culture, and respectful authority culture. The study also provided evidence of the significant moderator role of cultural values profiles on the association between transformational leadership and job satisfaction with the work environment and the profession. We provide implications for policy and practice.
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    How national and school cultural factors influence the link between distributed leadership and collective teacher innovativeness: Testing a multilevel moderated mediation model
    (Wiley, 2024) Erdogan, Onur; Sezgin, Ferudun; Ozdemir, Servet; Ozdemir, Nedim; Zepeda, Sally J.; Kilinc, Ali Cagatay
    This study aimed to test a multilevel moderated mediation model, where the association between distributed leadership (DL) and collective teacher innovativeness (CTI) was examined, with collectivism (COL) included as the moderator and supportive school culture (SSC) as a mediator. Using data from 829 teachers employed in 61 elementary and lower secondary schools in Turkey, we conducted multilevel structural equation modelling through Bayesian to estimate the structural links between our study variables. Our results showed significant indirect effects of DL on CTI via SSC. The findings also extend the literature by suggesting the significant moderator role of COL on the indirect link between DL and CTI via SSC. We discuss implications for policy and practice.
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    Investigating the association between principal learning-centred leadership and teacher instructional practices: the mediating roles of teacher self-efficacy and collective teacher efficacy
    (Routledge Journals, Taylor & Francis Ltd, 2023) Kilinc, Ali cagatay; Polatcan, Mahmut; Erdogan, Onur; Sezgin, Ferudun; Ozdemir, Servet
    The purpose of the current study was to investigate the relationship between principal learning-centred leadership and teacher instructional practices, with the mediating role of teacher self-efficacy and collective teacher efficacy. Drawing data from a sample of 1219 teachers in secondary and high schools in Turkey, this study employed a cross-sectional survey design. Confirmatory factor analysis and structural equation modelling were conducted to analyse the data. The findings provided evidence of a small direct association between learning-centred leadership and teacher instructional practices and an indirect relationship mediated by teacher self-efficacy and collective teacher efficacy. Drawing on empirical data from a developing non-Western context, our results contribute nuance to the global knowledge base by confirming the positive and direct link between learning-centred leadership and teacher practices. Our results also underscore the significant mediating role of teacher self-efficacy and collective teacher efficacy between these two constructs. We discuss the implications for policymakers and practitioners.
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    Unveiling the associations between principal self-efficacy, openness to change and transformational leadership: the mediating role of well-being
    (Emerald Group Publishing Ltd, 2024) Ozdemir, Servet; Sezgin, Ferudun; KiIinc, Ali Cagatay; Erdogan, Onur; Bora, Hatice Turan
    PurposeThe current study seeks to explore the links between principal self-efficacy, openness to change, well-being, and transformational leadership. Specifically, we tested a mediated-effects model where principal self-efficacy and openness to change were treated as independent variables, well-being as mediator, and transformational leadership as dependent variable.Design/methodology/approachSurvey data were collected from 351 principals employed in Turkish schools and analysed using confirmatory factor analysis and structural equation modelling.FindingsThe results suggested the direct empirical relationship of principal self-efficacy and openness to change with transformational leadership, and indirect through professional well-being.Originality/valueOur study enriched our understanding of school leadership by elucidating the potential mechanisms that underpin the implementation of transformational leadership practices.