Principal leadership and teacher professional learning in Turkish schools: examining the mediating effects of collective teacher efficacy and teacher trust

By Mehmet Fatih Karacabey, M. Bellibaş, Donnie Adams. Educational Studies, 2020

153 citations recorded by the source corpus.

ABSTRACT The present study sought to contribute to the growing international knowledge base regarding the influence of school leadership on teacher learning by examining the relationship between principals’ instructional and transformational leadership types and teachers’ professional learning perceptions with the mediating effects of teachers’ perceptions of collective efficacy and trust. A cross-sectional survey design of the quantitative research method was employed using the data collected from a total number of 1,200 teachers in Turkey. Mediation analysis in structural equation modelling (SEM) with the bootstrapping method was used to analyse the structural relations among variables. The result showed that both principals’ instructional and transformational leadership types were significantly related to teacher professional learning, mediating by teacher trust and collective teacher efficacy. The study reconfirmed the results of the growing body of global literature on the relationship between principal leadership and teacher professional learning and practice.

Subfields: Education, Philosophy

View Paper: https://www.semanticscholar.org/paper/636b4f21930cfcb7131589637f4ebd753f03f319

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. A. Kılınç
2. Mahmut Polatcan
3. M. Bellibaş
4. S. Gümüş
5. Fatih Bektas

In Philosophy

1. A. Kılınç
2. Mahmut Polatcan
3. M. Bellibaş

Citations in the corpus

• The effects of distributed leadership on teacher professional learning: mediating roles of teacher trust in principal and teacher motivation (2020, background): “Our analysis partially confirmed the findings of a recent study in Turkish context which suggests that principal leadership (instructional and transformational) is both directly and indirectly associated with teacher professional learning (Karacabey, Bellibaş, and Adams 2020).”
• The Moderation Role of Transformational Leadership in the Effect of Instructional Leadership on Teacher Professional Learning and Instructional Practice: An Integrated Leadership Perspective (2021, methodology): “Besides supporting school improvement research, the present study also indicated that IL is important both for school-wide TPL (Hallinger et al., 2019; Karacabey et al., 2020; Liu et al., 2016) and teacher IP (Bellibaş et al., 2020).”