Learning-centred leadership and change in teacher practice in Turkey: exploring the mediating effects of collaboration
Küçük Resim Yok
Tarih
2022
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Routledge Journals, Taylor & Francis Ltd
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
The purpose of the present study was to examine the effect of learning-centered leadership practices of school principals on the change in teachers' instructional practices, as well as the mediating role of teacher collaboration. A cross-sectional survey method was employed. Confirmatory factor analysis and structural equation modelling were used to analyse the data gathered from 447 teachers working at public schools from 15 provinces in Turkey. Results indicated significant positive relationships among the variables in the model. Learning-centered leadership had a direct effect on the change in teacher practices and an indirect effect through teacher collaboration. Moderate direct and indirect effects of learning-centered leadership were evident in the changes observed in teacher practice. This study contributes to the growing body of scholarship that has established a positive association between school leadership and teacher practice, and further reaffirmed the importance of building a school environment in which collaboration among colleagues is promoted and sustained.
Açıklama
Anahtar Kelimeler
Learning-centered leadership, instructional practice, teacher collaboration, Turkey
Kaynak
Educational Studies
WoS Q Değeri
Q4
Scopus Q Değeri
Q2
Cilt
48
Sayı
6
