Ali Çağatay Kılınç

This study aimed to test a multilevel moderated mediation model of distributed leadership's associations with teacher enthusiasm, with teacher growth mindset as the mediator and supportive school culture as the moderator. We employed data from 1056 Turkish teachers working in 96 basic and upper secondary schools and performed multilevel structural equation modelling with Bayesian estimation. Our findings revealed direct associations of distributed leadership with teacher enthusiasm and indirect associations via teacher growth mindset. Additionally, supportive school culture significantly moderated distributed leadership's direct relationship with teacher growth mindset and its indirect relationship with teacher enthusiasm through teacher growth mindset. This study adds nuanced evidence to the global school leadership literature by elucidating the mechanisms and boundary conditions through which distributed leadership influences teacher enthusiasm. We provide implications for policy and practice.

This study examines how principals’ job crafting relates to leadership for learning through emotional regulation. Although leadership for learning is central to school improvement, limited attention has been paid to the proactive work-design behaviours that support its implementation. Drawing on Job Demands-Resources theory, we propose that principals who actively craft their jobs by increasing structural resources and seeking challenging demands are better able to regulate their emotions, which may support their capacity to enact leadership for learning (LfL) practices. Using survey data from 698 principals working in K-12 schools across 14 provinces in Türkiye, we employed latent structural equation modelling to test direct and indirect relationships. The findings indicated that principal job crafting is positively related to LfL and that emotional regulation partially mediates this relationship. By integrating job crafting into the leadership for learning framework and identifying emotional regulation as a mediating mechanism, this study contributes to the global school leadership literature by explaining how leadership for learning may be supported by proactive work design and psychological resources in centralised education systems. Results suggest that job crafting and emotional regulation may strengthen principals’ capacity to implement leadership for learning practices in highly centralised contexts.

Purpose: This study tested a theoretical model where principal innovative work behaviour served as the independent variable, principal-perceived collective teacher innovativeness as the dependent variable, principal work engagement as the mediator, and individual uncertainty avoidance orientations as the moderator. Design/methodology/approach: The study sample comprised 368 principals working in public schools across Türkiye. The measurement model was tested using confirmatory factor analysis, while hypotheses were tested via Hayes’ PROCESS macro for SPSS. Findings: Principal innovative work behaviour was positively related to principal-perceived collective teacher innovativeness, both directly and indirectly through principal work engagement. The indirect relationship was moderated by individual uncertainty avoidance orientations, being stronger at its lower levels. Originality/value: This study integrates the Job Demands-Resources, Conservation of Resources, and contingency theories, illustrating how principals’ innovative behaviour and engagement are associated with principal-perceived collective teacher innovativeness within conditions of individual uncertainty avoidance orientations.

This study tested a cross-level moderated mediation model examining the empirical relationship between transformational leadership (TL) and changed teacher practice (CTP) in culturally diverse schools with significant immigrant populations in Türkiye. We propose teacher resilience (TR) as a mediator and social justice leadership (SJL) as a moderator. Data from 1408 teachers across 119 schools in Türkiye were analysed using multilevel structural equation modelling with Bayesian estimation. Results revealed that TL had a significant direct and indirect relationship with CTP via TR. In addition, we found that SJL significantly moderated the indirect linkage of TL with CTP through TR. We provide implications for policy and practice.

This study seeks to identify principals’ leadership typologies and explore whether and to what extent these profiles were linked with teacher resilience and well-being. Employing a data set of 1,831 teachers in 120 elementary and lower secondary schools in Türkiye, we developed and tested a multilevel latent profile mediation model where leadership typologies were treated as independent variables, teacher resilience as mediator, and teacher well-being as outcome variables. The results revealed three distinct leadership profiles at the individual level (limiting, transitioning, and integrating) and two profiles at the school level (transitioned and integrated). We found that integrating teachers and integrated school profiles were associated with a higher level of teacher resilience and well-being. Additionally, our study revealed that both tiers of integrated leadership profiles exhibited an indirect association with teacher well-being, mediated by teacher resilience, particularly when compared to other profile groups. This study extends the global school leadership literature by suggesting that different leadership styles are related and that the link between school leadership and teacher outcomes is strengthened when multiple leadership types are integrated. We provide implications for policy and practice.

Purpose: This study developed and tested a multilevel moderated mediation model where transformational leadership was posited as the independent variable, teacher knowledge sharing as the outcome variable, psychological climate as the moderator, and teacher trust as the mediator. Design/methodology/approach: Data derived from 962 teachers across 71 lower and upper secondary schools in Türkiye were analysed using structural equation modelling. Findings: The results showed that transformational leadership influenced teacher knowledge sharing indirectly through teacher trust, and this indirect relationship was significantly moderated by psychological climate. Originality/value: This study extends prior evidence by showing that the relationships between transformational leadership, teacher trust, and knowledge sharing are contingent upon the degree to which a psychological climate is established in schools.