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.

Teaching in the 21st century poses many challenges for teachers, and thus, they need to take on more roles in their schools to meet the expectations of students, parents and the school community. In this regard, this study examined the relationship between teachers' self-efficacy beliefs and their job satisfaction. Participants of the study were 489 elementary, middle and high school teachers in the district of Beyoğlu, İstanbul. 295 (61%) of the participants were female and 194 (39%) were male. The average age of the participants was 34. Their teaching experience varied between 1-29 years. The results revealed a significant positive relationship between teacher self-efficacy and job satisfaction, and teacher self-efficacy was found to be a significant predictor of job satisfaction.

Purpose: The purpose of this paper is to examine the relationship between school principals’ instructional leadership behaviors, teacher self-efficacy, and collective teacher efficacy.Design/methodology/approach: The participants were a total of 427 teachers working in elementary, middle, and high schools located in the Cekmekoy district of Istanbul. The data were gathered through the “Effective School Leadership Scale,” the “Teacher Self-Efficacy Scale,” and the “Collective Efficacy Scale.” Arithmetic mean, Pearson product-moment correlation coefficient, and multiple linear regression analysis were used in the data analysis.Findings: The results revealed positive and significant relationships between school leadership, teacher self-efficacy, and collective teacher efficacy. In addition, effective school leadership behaviors and teacher self-efficacy perceptions were found to be positive and significant predictors of collective teacher efficacy perceptions.Originality/value: School principals can implement practices to enhance teachers’ competence, to make them feel more effective and competent as a group. In this sense, teachers who do not feel competent can be guided by those who have more experience in the profession. Additionally, opportunities through which they can experience success can be created for these teachers.

Purpose: This study aims to explore the relationship between authoritarian leadership and commitment and the mediating roles of silence and trust in school principals.Design/methodology/approach: This study employed a cross-sectional design to illustrate the relationships among authoritarian leadership, trust in the principal, silence and affective commitment using path analysis evidence provided by 409 K–12 teachers.Findings: The findings revealed that authoritarian leadership indirectly affected teacher commitment through trust in the principal and acquiescent silence. Furthermore, trust in the principal played a partial mediating role between authoritarian leadership and defensive silence. Authoritarian leadership behaviours decreased teachers' affective commitment by decreasing trust in the principal and increasing organisational silence.Originality/value: Although leadership and culture have been studied intensively in recent years, authoritarian leadership, which is more commonly seen in Eastern societies, has been less studied in school contexts in the Middle East and Asia. Thus, this study contributes to the literature by examining the factors that might influence affective commitment in schools in an urban setting: authoritarian leadership, silence and trust in school principals.

This study aims to examine the mediating role of ethical climate in the relationship between ethical leadership and job satisfaction. A cross-sectional survey was conducted for the study. Questionnaires were distributed to 641 teachers in Turkey. Regression analysis was conducted to determine the mediating effect of ethical climate. Bootstrapping tehchnique was used to test the hypotheses and the effects of mediation. Our results show that there is a positive relationship between principals' ethical leadership and teachers' job satisfaction and a positive relationship between ethical leadership and ethical climate. In addition, ethical climate partially mediated the relationship between ethical leadership and job satisfaction. Schools should focus on ethical leadership practices in the workplace. The study enriched the understanding of the factors that influence the relationship between ethical leadership, ethical climate and job satisfaction.