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Mahmut Polatcan, Pinar Arslan & Ali Balci. (2023) The mediating effect of teacher self-efficacy regarding the relationship between transformational school leadership and teacher agency. Educational Studies 49:5, pages 823-841.
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Zhenyuan Wang, Liming Zhao, Haojie Song, Jianghong Du & Yan Wang. (2022) Linking empowering leadership with older teachers’ knowledge-sharing behaviour: the roles of organization-based self-esteem and organizational status. Asia Pacific Journal of Education 0:0, pages 1-18.
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Sedat Gümüş, Ali Çağatay Kılınç & Mehmet Sukru Bellibaş. (2022) The relationship between teacher leadership capacity at school and teacher self-efficacy: the mediating role of teacher professional learning. School Leadership & Management 42:5, pages 478-497.
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Yuen-Onn Choong, Lee-Peng Ng & Teck-Chai Lau. (2022) Creating the path towards organisational citizenship behaviour through collective efficacy and teacher’s self-efficacy. Asia Pacific Journal of Education 0:0, pages 1-18.
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Jia Zhang & Zhihui Liu. How transformational leadership affects teacher collective efficacy? the mediating role of professional learning communities and the moderating role of trust. Asia Pacific Journal of Education 0:0, pages 1-17.
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Articles from other publishers (24)
Ying Hu & Ibrahim Duyar. (2024) Analyzing the influence of principals' instructional leadership, teachers' attitudes toward change, and schools' collaborative learning cultures on educational reform in learning. Future in Educational Research.
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Murat Özdemir, Barış Eriçok, Hakan Topaloğlu & Gamze Tuti. (2024) Transformational leadership and job satisfaction in vocational high schools in Türkiye: a multilevel mediation model of teacher professional learning and self-efficacy. Journal of Educational Administration.
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Chunhai Gao, Sabika Khalid, Cai Lianyu & Endale Tadesse. (2023) Integrated leadership for coherent school improvement in Ethiopia: The moderating role of transformational leadership on the relationship between instructional leadership and student academic achievement mediated by school improvement process. Psychology in the Schools 61:2, pages 455-474.
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Tue Ngoc Hoang & Phong Ba Le. (2024) The influence of transformational leadership on self-efficacy and knowledge sharing of teachers: moderating role of knowledge-oriented school culture. VINE Journal of Information and Knowledge Management Systems.
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Xin Zheng & Ying Luo. (2023) How do departmental professional learning communities and teacher leadership matter for teacher self-efficacy? A multi-level analysis. Journal of Professional Capital and Community 9:1, pages 51-67.
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Qishun Yang. (2023) Transformational Leadership of the School Heads and Physical Education Teachers' Self-Efficacy from Selected Private and Public Universities. Journal of Education and Educational Research 6:2, pages 42-47.
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Erdem Karataş & Murat Özdemir. (2023) Psychometric Properties of the Turkish Version of the Teacher Academic Optimism Scale. Journal of Psychoeducational Assessment 41:8, pages 952-962.
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Tiantian Wang & Guoxiu Tian. (2023) Linking Distributed Leadership with Differentiated Instruction in Inclusive Schools: The Mediating Roles of Teacher Leadership and Professional Competence. Behavioral Sciences 13:12, pages 990.
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Murat Özdemir, Mehtap Naillioğlu Kaymak & Oya Uslu Çetin. (2023) Unlocking teacher potential: The integrated influence of empowering leadership and authentic leadership on teacher self-efficacy and agency in Turkey. Educational Management Administration & Leadership.
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Liming Zhao, Zhenyuan Wang, Haojie Song & Herman H. M. Tse. (2022) Transformational leadership and older teachers’ intention to delay retirement in China: the roles of organization-based self-esteem and life expectancy. Current Psychology 42:33, pages 29589-29602.
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Turgut Karakose, Tijen Tülübaş, Stamatios Papadakis & Ramazan Yirci. (2023) Evaluating the Intellectual Structure of the Knowledge Base on Transformational School Leadership: A Bibliometric and Science Mapping Analysis. Education Sciences 13:7, pages 708.
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Lourdes Ivonne del Carmen Alcaide-Aranda & Carlos Enrique Aguilar Alcaide. (2023) Liderazgo Escolar y sus Efectos Organizacionales en Procesos de Mejora Educativa. Revista de Comunicación de la SEECI 56, pages 282-301.
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Asma Khaleel Abdallah. 2023. Restructuring Leadership for School Improvement and Reform. Restructuring Leadership for School Improvement and Reform
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Wen-Yan Chen. (2023) What motivates teachers to lead? Examining the effects of perceived role expectations and role identities on teacher leadership behaviour. Educational Management Administration & Leadership, pages 174114322311630.
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Jie Sun & Songlin Tang. (2023) A Multilevel Analysis of Leadership of Middle School Subject Leaders, Blended Learning and Information Management Practices on Student's Learning Engagement. Journal of Information Systems Engineering and Management 8:1, pages 23537.
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Stefan Ninkovic, Dejan Djordjic & Stanislava Olic-Ninkovic. (2023) Modeling the relationships between transformational leadership, teacher academic optimism, and teacher engagement: Evidence from the Serbian school context. Zbornik Instituta za pedagoska istrazivanja 55:1, pages 161-187.
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Burcu Gokgoz-Kurt & Figen Karaferye. 2023. Leaderful Classroom Pedagogy Through an Interdisciplinary Lens. Leaderful Classroom Pedagogy Through an Interdisciplinary Lens
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Limin Zhang, Tingting Wu, Lijia Liu, Ping Ren & Chaopai Lin. (2022) The relationship between Chinese preschool principal leadership styles and teacher leadership: Exploring the mediating effect of psychological capital. Frontiers in Psychology 13.
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Anat Hilel & Antonia Ramírez-García. (2022) The Relationship between Professional Environmental Factors and Teacher Professional Development in Israeli Schools. Education Sciences 12:4, pages 285.
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Mehmet Şükrü Bellibaş, Ali Çağatay Kılınç & Mahmut Polatcan. (2021) The Moderation Role of Transformational Leadership in the Effect of Instructional Leadership on Teacher Professional Learning and Instructional Practice: An Integrated Leadership Perspective. Educational Administration Quarterly 57:5, pages 776-814.
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Yan Liu. (2021) Distributed leadership practices and student science performance through the four-path model: examining failure in underprivileged schools. Journal of Educational Administration 59:4, pages 472-492.
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