The relationship between teacher leadership capacity at school and teacher self-efficacy: The mediating role of teacher professional learning

Sedat GUMUS, Ali Çağatay KILINÇ, Mehmet Şükrü BELLIBAŞ

Research output: Contribution to journalArticlespeer-review

Abstract

This study sought to explore the relationship between teacher leadership and teacher self-efficacy with the mediating role of teacher professional learning. The study employed a cross-sectional quantitative design with data compiled among public elementary, middle, and high schools across different regions of Turkey. We employed structural equation model (SEM) to estimate the structural relationships between teacher leadership capacity at school, teacher professional learning, and teacher self-efficacy. The results revealed a positive and statistically significant relationship between all three variables. While the effect sizes for the relationship between teacher professional learning and teacher self-efficacy, and between teacher leadership and teacher self-efficacy were small, there was a large effect size for the relationship between teacher leadership and teacher professional learning. Copyright © 2022 Informa UK Limited, trading as Taylor & Francis Group.
Original languageEnglish
Pages (from-to)478-497
JournalSchool Leadership & Management
Volume42
Issue number5
Early online date14 Sep 2022
DOIs
Publication statusPublished - 2022

Citation

Gümüş, S., Kılınç, A. Ç., & Bellibaş, M. S. (2022). The relationship between teacher leadership capacity at school and teacher self-efficacy: The mediating role of teacher professional learning. School Leadership & Management, 42(5), 478-497. doi: 10.1080/13632434.2022.2123791

Keywords

  • Teacher leadership
  • Professional learning
  • Teacher self-efficacy
  • School leadership

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