Unlocking teacher potential: The integrated influence of empowering leadership and authentic leadership on teacher self-efficacy and agency in Turkey

Murat Özdemir, Mehtap Naillioğlu Kaymak, Oya Uslu Çetin
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Abstract

Teacher agency has attracted growing attention in the field of educational management and leadership due to its positive outcomes for schools. This study investigated how and under what conditions school principals empowering leadership beneficial to teacher agency using data collected from 756 public secondary school teachers in Turkey. This study tested a moderated mediation model of how authentic leadership influences the effects of empowering leadership on teacher self-efficacy and teacher agency. The results supported the partial mediation model in which principal empowering leadership was associated with direct and indirect effects through teacher self-efficacy on teacher agency. Moreover, higher levels of principal authentic leadership were associated with stronger effects of empowering leadership on both teacher self-efficacy and teacher agency. Our results indicate a more profound comprehension of how empowering leadership influences teacher agency within the context of Turkish public schools. Furthermore, we provide practical recommendations for promoting teacher agency within school settings.
释放教师潜能:在土耳其,授权型领导和真实型领导对教师自我效能感和能动性的综合影响
在教育管理和领导力领域,教师代理因其对学校产生的积极影响而日益受到关注。本研究通过收集土耳其 756 名公立中学教师的数据,探讨了校长授权型领导如何以及在何种条件下有利于教师代理。本研究检验了真实领导如何影响授权型领导对教师自我效能感和教师能动性影响的调节中介模型。研究结果支持部分中介模型,即校长授权型领导通过教师自我效能感对教师代理产生直接和间接影响。此外,校长真实领导力水平越高,授权型领导力对教师自我效能感和教师能动性的影响就越大。我们的研究结果表明,在土耳其公立学校的背景下,我们对授权型领导如何影响教师能动性有了更深刻的理解。此外,我们还为在学校环境中促进教师能动性提出了切实可行的建议。
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