Cultivating teacher innovativeness through transformational leadership and teacher agency in schools: the moderating role of teacher trust

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dc.authoridPolatcan, Mahmut/0000-0002-5181-0316
dc.contributor.authorPolatcan, Mahmut
dc.contributor.authorOzkan, Pinar
dc.contributor.authorBellibas, Mehmet Sukru
dc.date.accessioned2024-09-29T16:03:25Z
dc.date.available2024-09-29T16:03:25Z
dc.date.issued2024
dc.departmentKarabük Üniversitesien_US
dc.description.abstractPurposeThis paper explores the relationship between transformational principal leadership and individual teacher innovativeness, considering the mediating role of teacher agency (TA) and the moderating role of teacher trust (TT).Design/methodology/approachWe employed structural equation modeling (SEM) using survey data collected from 676 teachers at 25 schools in Turkey.FindingsThe results indicated no direct correlation between transformational leadership (TL) and teacher innovativeness but revealed a significant and positive association between TL and teachers' agency, as well as between teachers' agency and innovativeness, suggesting that TA fully mediates the association between TL and teacher innovativeness. Additionally, teachers' trust positively influenced the link between principal leadership and teachers' innovativeness, with the impact of TL on teachers' innovativeness being stronger when trust levels were higher.Research limitations/implicationsThis study contributes to the literature, providing an understanding of the mechanisms through which leadership can exert an influence on teacher innovativeness.Practical implicationsThis study also suggests that the strength of the influence is likely to vary under different circumstances. Trust among teachers appears to play a key role in the effect of school leadership on teachers, particularly when aiming to support and sustain innovativeness.Social implicationsTrust-based relationships within a school are essential for school principals to influence innovative practices. We conclude that, in the absence of trust as a key component of school climate, achieving a comprehensive understanding of the role of school leadership in fostering teacher innovativeness seems unattainable.Originality/valueThis paper expands existing knowledge regarding the effect of TL in leading teacher innovativeness by indicating the indispensable role of TA and trust.en_US
dc.identifier.doi10.1108/JPCC-01-2024-0008
dc.identifier.endpage242en_US
dc.identifier.issn2056-9548
dc.identifier.issn2056-9556
dc.identifier.issue3en_US
dc.identifier.scopus2-s2.0-85195519986en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage227en_US
dc.identifier.urihttps://doi.org/10.1108/JPCC-01-2024-0008
dc.identifier.urihttps://hdl.handle.net/20.500.14619/6075
dc.identifier.volume9en_US
dc.identifier.wosWOS:001240246400001en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherEmerald Group Publishing Ltden_US
dc.relation.ispartofJournal of Professional Capital and Communityen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectTransformational leadershipen_US
dc.subjectTeacher trusten_US
dc.subjectTeacher agencyen_US
dc.subjectTeacher innovativenessen_US
dc.titleCultivating teacher innovativeness through transformational leadership and teacher agency in schools: the moderating role of teacher trusten_US
dc.typeArticleen_US

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