Collective teacher efficacy as a mediator in the relationship between instructional leadership and teacher commitment

Cansoy R., PARLAR H., Polatcan M.

International Journal of Leadership in Education, cilt.25, sa.6, ss.900-918, 2022 (ESCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 25 Sayı: 6
  • Basım Tarihi: 2022
  • Doi Numarası: 10.1080/13603124.2019.1708470
  • Dergi Adı: International Journal of Leadership in Education
  • Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus, Academic Search Premier, Business Source Elite, Business Source Premier, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center)
  • Sayfa Sayıları: ss.900-918
  • İstanbul Ticaret Üniversitesi Adresli: Evet

Özet

Empirical research advocates that the instructional leadership behaviors of school principals affect teachers’ collaboration, professional motivation and commitment. This study, conducted in Istanbul province of Turkey, focused on the mediating role of collective teacher efficacy with regard to the relationship between school principals’ instructional leadership behaviors and teacher commitment. The sample consisted of 247 teachers and the study adopted the survey method. The results of multiple regression analysis displayed that school principals’ instructional leadership behaviors could predict teacher commitment; thus, the collective teacher efficacy was found to be a mediator. More specifically, it was found that school principals’ instructional leadership behaviors increased collaboration between teachers, which contributed to their commitment to school. Finally, the results were discussed and a number of suggestions were made for researchers and practitioners.