Learning-centred leadership and change in teacher practice in Turkey: exploring the mediating effects of collaboration

ABSTRACT

The purpose of the present study was to examine the effect of learning-centered leadership practices of school principals on the change in teachers’ instructional practices, as well as the mediating role of teacher collaboration. A cross-sectional survey method was employed. Confirmatory factor analysis and structural equation modelling were used to analyse the data gathered from 447 teachers working at public schools from 15 provinces in Turkey. Results indicated significant positive relationships among the variables in the model. Learning-centered leadership had a direct effect on the change in teacher practices and an indirect effect through teacher collaboration. Moderate direct and indirect effects of learning-centered leadership were evident in the changes observed in teacher practice. This study contributes to the growing body of scholarship that has established a positive association between school leadership and teacher practice, and further reaffirmed the importance of building a school environment in which collaboration among colleagues is promoted and sustained.

KEYWORDS:

• Learning-centered leadership
• instructional practice
• teacher collaboration
• Turkey

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Ali Cagatay Kilinc

Ali Çağatay Kılınç is an associate professor of Educational Administration at Karabük University, Turkey. His research interests cover educational leadership, teacher learning, teacher leadership, and school improvement. He has recently focused on exploring teacher and principal leadership effects on teacher learning, change in instructional practices, and self-efficacy. He has been serving as an editorial board member for several academic journals.

Mehmet Sukru Bellibas

Mehmet Şükrü Bellibaş is currently working as an associate professor in the Department of Educational Sciences at Adıyaman University, Turkey. He received his PhD in K-12 Educational Administration from College of Education, Michigan State University, USA in 2014. His research interests include comparative and international education, educational leadership, school improvement and teacher professional learning.

Mahmut Polatcan

Mahmut Polatcan is an assistant professor of Educational Administration at Karabük University, Turkey. His research interests cover educational leadership, organizational behavior, and school improvement. He has recently focused on exploring principal leadership effects on teacher learning, and change in instructional practices.