Principals supporting teacher leadership: The effects of learning-centred leadership on teacher leadership practices with the mediating role of teacher agency

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dc.authoridGumus, Sedat/0000-0003-0453-3341
dc.authoridBellibas, Mehmet Sukru/0000-0003-1281-4493
dc.authoridKilinc, Ali Cagatay/0000-0001-9472-578X
dc.contributor.authorBellibas, Mehmet Sukru
dc.contributor.authorGumus, Sedat
dc.contributor.authorKilinc, Ali Cagatay
dc.date.accessioned2024-09-29T16:04:39Z
dc.date.available2024-09-29T16:04:39Z
dc.date.issued2020
dc.departmentKarabük Üniversitesien_US
dc.description.abstractTeacher leadership has attracted scholarly interest over the past decade because of its potential to build internal capacity for sustainable school improvement. However, the existing studies have mostly been descriptive and limited to qualitative studies, lacking in terms of showing whether and to what extent principal leadership might influence teacher leadership. The purpose of this study was to examine the effects of principals' learning-centred leadership in fostering teacher leadership and the mediating role of teacher agency in Turkey. The study conducted a cross-sectional survey design. Structural equation modeling was used for estimating relationships among variables in the conceptual model. Findings demonstrated that principals' learning-centred leadership had a moderate but statistically significant direct effect on teacher leadership and a significant and moderate effect on teacher agency. Findings also highlighted teacher agency as a significant mediator in the relationship between principals' learning-centred leadership and teacher leadership. The research confirmed that principals' leadership practices with specific emphasis on teaching and learning were important for enhancing a school culture in which teachers' participation in decisions and their enthusiasm for undertaking leadership practices are supported.en_US
dc.identifier.doi10.1111/ejed.12387
dc.identifier.endpage216en_US
dc.identifier.issn0141-8211
dc.identifier.issn1465-3435
dc.identifier.issue2en_US
dc.identifier.scopus2-s2.0-85088024601en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage200en_US
dc.identifier.urihttps://doi.org/10.1111/ejed.12387
dc.identifier.urihttps://hdl.handle.net/20.500.14619/6236
dc.identifier.volume55en_US
dc.identifier.wosWOS:000596019900009en_US
dc.identifier.wosqualityQ3en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherWileyen_US
dc.relation.ispartofEuropean Journal of Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectSchoolen_US
dc.subjectChinaen_US
dc.titlePrincipals supporting teacher leadership: The effects of learning-centred leadership on teacher leadership practices with the mediating role of teacher agencyen_US
dc.typeArticleen_US

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