Kilinc, Ali cagatayPolatcan, MahmutErdogan, OnurSezgin, FerudunOzdemir, Servet2024-09-292024-09-2920230305-56981465-3400https://doi.org/10.1080/03055698.2023.2279035https://hdl.handle.net/20.500.14619/5663The 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.eninfo:eu-repo/semantics/closedAccessLearning-centred leadershipteacher instructional practicesteacher self-efficacycollective teacher efficacyArticle10.1080/03055698.2023.22790352-s2.0-85176604789Q2WOS:001100454700001Q2