Principal Leadership and Teacher Professional Learning in Turkish Schools: Examining the Mediating Effects of Collective Teacher Efficacy and Teacher Trust

Autor/inn/en	Karacabey, Mehmet Fatih; Bellibas, Mehmet Sükrü; Adams, Donnie
Titel	Principal Leadership and Teacher Professional Learning in Turkish Schools: Examining the Mediating Effects of Collective Teacher Efficacy and Teacher Trust
Quelle	In: Educational Studies, 48 (2022) 2, S.253-272 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bellibas, Mehmet Sükrü) ORCID (Adams, Donnie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2020.1749835
Schlagwörter	Foreign Countries; Leadership Styles; Principals; Teacher Attitudes; Trust (Psychology); Correlation; Faculty Development; Teacher Effectiveness; Transformational Leadership; Instructional Leadership; Preschool Education; Elementary Secondary Education; Turkey + Suchen Sie Ihr Suchwort? Ausland; Führungsstil; Principal; Schulleiter; Lehrerverhalten; Korrelation; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Instruction; Leadership; Bildung; Erziehung; Führung; Pre-school education; Vorschulerziehung; Türkei
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01