Bellibas, Mehmet SukruPolatcan, MahmutAkyurek, Muhammet Ibrahim2024-09-292024-09-2920221741-14321741-1440https://doi.org/10.1177/17411432221139932https://hdl.handle.net/20.500.14619/6500This study investigated the heterogeneous nature of teachers' perceptions of distinct leadership practices and explored the predictors of teacher- and school-level leadership typologies on teacher self-efficacy and commitment by using a multilevel latent profile mediation analysis of a dataset of 890 teachers from K-12 schools in Turkey. The results revealed three distinct leadership profiles (limiting, transitioning, and integrating) at the teacher level and two profiles (transitioned and integrated) at the school level, providing evidence that integrating teachers and integrated school profiles were associated with greater teacher self-efficacy and commitment. Additionally, both levels of integrated leadership profiles were indirectly related to teacher commitment through teacher self-efficacy vis-a-vis other profile groups. The study concluded that different leadership styles are related and that the impact of leadership on teachers is maximized when multiple leadership types are integrated.eninfo:eu-repo/semantics/closedAccessIntegrated leadershipschool leadership profilesshared instructional leadershiptransformational leadershipteacher self-efficacyteacher commitmentArticle10.1177/17411432221139932WOS:000890556000001Q1