Investigating the association between principal learning-centred leadership and teacher instructional practices: the mediating roles of teacher self-efficacy and collective teacher efficacy

Abstract

ABSTRACTThe 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.KEYWORDS: Learning-centred leadershipteacher instructional practicesteacher self-efficacycollective teacher efficacy Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsAli Çağatay KılınçAli Cağatay Kılınç is a professor in the Department of Educational Sciences at Karabuk University, Turkey. He received his PhD from the Department of Educational Sciences, Division of Educational Administration, Gazi University, Ankara, Turkey in 2013. His research focus is on educational leadership, school improvement, teacher learning, and practices.Mahmut PolatcanMahmut Polatcan is currently working as an associate professor in the Department of Educational Sciences at Karabuk University, Turkey. He received his PhD in Educational Administration, Institute of Educational Sciences, Ankara University in 2017. His research interests include principal leadership, teacher effectiveness and teacher professional learning, and instructional practices.Onur ErdoğanOnur Erdoğan is an assistant professor in the Department of Educational Sciences at Gazi University, Ankara, Turkey. He received his PhD in Educational Administration, Institute of Educational Sciences, Gazi University in 2018. His research interests include leadership, positive psychology, autonomy, organizational ethic and school climate.Ferudun SezginFerudun Sezgin is a professor in the Department of Educational Sciences at Gazi University, Ankara, Turkey. He received his PhD from the Department of Educational Administration, Institute of Educational Sciences, Gazi University in 2006. His research interests include school culture, teacher psychological hardiness, school principal mentoring, teacher leadership, organizational commitment, and organizational citizenship.Servet ÖzdemirServet Özdemir is a professor in the Department of Educational Sciences at Başkent University, Ankara, Turkey. He received his PhD from the Department of Educational Sciences, Division of Educational Administration, Selçuk University. He formerly worked as a Ministry of National Education General Directorate for several years. His research focuses include organizational behavior, educational leadership, and educational innovation.