The relationship between teacher professional learning and school leadership has recently attracted great attention from scientists. However, only a few studies have focused on the relationship between innovative school leadership and teacher professional learning. Therefore, this study aimed to draw attention to the mediating role of the principal–teacher relationship in the relationship between innovative school leadership and teacher professional learning. The study used a quantitative method with a correlational, cross-sectional, and mediation design. Data obtained from 357 teachers working in high schools in Eskişehir, Türkiye, were examined with a mediation analysis based on the bootstrap method. The findings showed that teachers perceived their professional learning highly, school administrators perceived innovative school leadership characteristics highly, and principal–teacher relationships had a significant effect. In addition, moderate positive significant relationships were determined between innovative school leadership and teacher professional learning and principal–teacher relationships; low positive significant relationships were determined between teacher professional learning and principal–teacher relationships. It was determined that the principal–teacher relationship mediated innovative school leadership and teacher professional learning. Our results expand the field’s understanding that innovative leadership is practiced in Türkiye, an eastern society, and that school leadership has the potential to improve student outcomes indirectly through teacher professional learning.

Academic optimism has been one of the important study subjects of researchers in recent years due to its impact on organizational variables and schools, especially in the field of educational management and leadership. This study aims to examine the mediating role of collaborative teacher professional learning and the moderating role of enabling school structure in the relationship between leadership team coherence and academic optimism. Therefore, the study was designed as a cross-sectional study in quantitative research method. And 1204 teachers working in 1204 public schools in 52 provinces in the west, middle, east, north, and south of Türkiye, determined by stratified random sampling method, participated in the research. Results showed that collaborative teacher professional learning mediated the relationship between leadership team coherence and teachers’ academic optimism. Additionally, the effect of leadership team coherence on collaborative teacher professional learning, and through collaborative teacher professional learning on academic optimism, was stronger when the enabling school structure was moderate and high. Our results provide evidence that in the Turkish school context, enabling school structure moderates the effect of leadership team cohesion on teachers’ academic optimism through collaborative learning. Our research also provides valuable insights that can provide a framework for promoting collaboration and an enabling structure in schools.

Bu araştırmada Türk Milli Eğitim Sistemi içerisinde 2019 yılı Kasım ayında ilk kez uygulanan ara tatilin güçlü ve zayıf yanlarına ilişkin okul paydaşlarının görüşlerinin belirlenmesi amaçlanmıştır. Temel nitel araştırma deseninin benimsendiği araştırmanın çalışma grubunu yirmi dokuz katılımcı oluşturmaktadır. Veriler yarı yapılandırılmış görüşme formu aracılığıyla yüz yüze görüşmelerle elde edilmiş ve içerik analiziyle çözümlenmiştir. Araştırmanın bulgularına göre öğrencilerin akademik eksiklerini gidermelerine, sosyal-kültürel-sportif etkinliklere katılabilmelerine, okula olumlu tutum geliştirebilmelerine olanak tanıması; öğretmenlerin mesleki ve kişisel gelişimlerine, olumlu iş yeri arkadaşlığı kurabilmelerine katkı sağlaması; velilerin aile ilişkilerini güçlendirmesine fırsat sunması ara tatilin güçlü yanlarıdır. Ayrıca ara tatilin bir örgüt olarak okul için örgüt iklimine ve örgütsel öğrenmeye destek olması ara tatilin güçlü yanlarındandır. Ancak ara tatilin öğrenciler için öğrenme ve motivasyon kaybına neden olması, fırsat eşitsizliği oluşturması; öğretmenler için planlamadaki yetersizlik nedeniyle verimsiz seminer ve etkinlik programının uygulanması; veliler için bazı dezavantajlar nedeniyle fırsat eşitsizliğine yol açması gibi zayıf yanları bulunmaktadır.

The concept of organisational peace is a dynamic situation that can develop through open communication, whose main elements are justice, trust and goodwill, and affect the peace and happiness of individuals. Organisational peace consists of two dimensions such as ‘internal organisational peace’ and ‘external organisational peace’. ‘Internal organisational peace’, which is formed by relations and conditions within the organisation itself, is influenced by four factors such as individual, organisational, managerial and job characteristics. The ‘external organisational peace’, which is formed by the organisation's relations with others, stems from the direct–indirect, optional or obligatory interactions of the organisation. External organisational peace is influenced by five factors such as hierarchical relations, close environment, other organisations, society and global relations. This research is the first study that provides a conceptual framework for the concept of organisational peace and examines the concept of organisational peace empirically. The aim of this study is to determine the views of teachers in the ‘internal organisational peace’ dimension in schools. The research was carried out in the phenomenological design of qualitative research methods. The study group consisted of 10 teachers selected by the criterion sampling method. Teachers explain the concept of organisational peace with happiness, common goals, cooperation, justice, comfort, democratic values, harmony, respect and healthy communication. Factors that promote ‘internal organisational peace’ are positive personality, job satisfaction, fair practices, effective organisational communication, competencies of managers and good physical conditions of the job. Factors that prevent ‘internal organisational peace’ are negative personality, violent behaviour, unfair management, closed communication and bad physical conditions of the job. Keywords: Organisational peace, school, Turkey.

In 2024, Türkiye launched a reform movement that adopts the dynamics of Turkish culture to produce solutions to the chronic problems in the education system. This study aimed to understand how primary school first-grade teachers experienced this process in the early stages of the reform movement called the Century of Türkiye Education Model. 10 teachers, who were determined using the criterion sampling technique, participated in the study, which was conducted using a qualitative method and phenomenological design. In the study, data were obtained through semi-structured interviews and analyzed with content analysis. The findings showed that the teachers were thrust into a major reform process with very limited preparation. It was revealed that the teachers' inadequate knowledge about the changes introduced caused them to experience negative emotions and have negative thoughts. They transferred these negative feelings and thoughts to their behaviors by not fully fulfilling the requirements of the reform initiative. We used the synchronization theory as an explanatory way to discuss our findings. The study concluded that synchronization between policymakers and teachers is an important factor for the success of the Century of Türkiye Education Model reform initiative. In light of this important result, we offered some practical suggestions to teachers, policymakers, and researchers.

Introduction: The professional collaboration of teachers is highly important for the success of educational outcomes. This study aimed to determine the conditions under which distributed leadership influenced the collaboration of teachers. The study focused on identifying the previously undetermined complex relationships between distributive leadership, teacher professional collaboration, teaching enthusiasm, and teacher optimism, which were found in the literature to be associated with improving the quality of education, enhancing teaching, and achieving successful student outcomes. Methods: Data collected from 547 teachers working at 38 different public schools in 20 provinces across Türkiye were analyzed in a cross-sectional manner using the bootstrap method. The effects of distributed leadership on teacher collaboration were examined using a moderated mediation model in which teaching enthusiasm was the mediator variable, and teacher optimism was the moderator variable. Results: The results revealed that distributed leadership had direct and indirect significant effects on teacher collaboration through the mediation of teaching enthusiasm. Additionally, teacher optimism plays a moderating role in both the effect of distributed leadership on teaching enthusiasm and the effect of distributed leadership on teacher collaboration through teaching enthusiasm. In other words, the positive effects of distributed leadership became stronger in cases where teacher optimism levels were high. Discussion: The leadership approach which distributes positive emotions such as optimism and enthusiasm, which are at the core of positive psychology, and leadership roles to all teachers in the school, can help increase collaboration among teachers and positive workplace behaviors. This research indicates that teachers being enthusiastic while teaching and taking an active role in school management may enable them to be more collaborative in fulfilling these roles and other teaching roles. Teachers’ enthusiasm for teaching can function as an emotional mechanism that connects teachers’ collaboration with a leadership approach that distributes leadership throughout the school. Moreover, when teachers are more optimistic, they trust school administrators’ leadership practices more, participate more in management, and can teach more collaboratively and enthusiastically. Future research may further examine these associations across different cultural contexts.