Aim: While integrated leadership has received significant scholarly attention in the past decade, most existing research in this vein has focused on its impact on student achievement and often dismissed how it might be related to instructional practices, which are at the center of many school reforms. In this research, we examined the relationship between integrated leadership and teacher professional learning and teacher practices in Turkey, where educational policy makers have recently introduced several school reform initiatives. More specifically, we aimed to examine the moderating function of transformational leadership in the relationship between instructional leadership and teacher practices, with an emphasis on the mediating role of teacher professional learning. Research Design: We conducted this study with a cross-sectional design and moderated mediation model. Data collected from 616 teachers working in a mix of primary and secondary schools in Turkey were analyzed using structural equation modeling and bootstrapping tests. Findings: We found evidence that transformational leadership acted as a moderator of the indirect effect of principal instructional leadership on teachers' instructional practices through teacher professional learning. Implications: This study adds to the accumulated body of knowledge on the effects of school leadership by concluding that the effect of instructional leadership on teacher learning and practice is contingent upon the extent to which principals enact transformational leadership. School principals who adopt a more comprehensive leadership approach that combines instructional leadership and transformational leadership practices can maximize their effects on student achievement through teacher learning, and better address the ever-growing demands of educational reforms.

This study tested a moderated mediation model of transformational leadership’s effects on teacher innovative practices, with teacher commitment as mediator and trust in principal as moderator. Implementing a cross-sectional survey design and using data from 611 teachers working in 56 schools in Turkey, we employed multilevel structural equation modelling with Bayesian estimation to estimate the structural links between our variables. The results provided evidence of the indirect effects of transformational leadership on teacher innovative practices through the significant mediator role of teacher commitment. We also found evidence that trust in principal acted as a significant moderator of the indirect effect of transformational leadership on teacher innovative practice through teacher commitment. This study adds nuanced evidence to the global literature by concluding that the effect of transformational leadership on teacher commitment and innovative practice is contingent upon the extent to which teachers trust their principals. We conclude with key implications for policy and practice.

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.

The quality of school leaders and teachers is critical to both school development and student achievement. Thus, quality school leaders are needed for teachers to perform their assigned roles and tasks in line with the school goals. This paper examined the effect of transformational leadership behaviours of school principals on teacher agency. The study adopted a correlational research method and was conducted with 349 teachers working in primary, middle, and secondary schools of 15 cities located in eastern, central, and western Anatolia regions. Based on the variables observed in the school, path analysis was applied to analyse the relationships between implicit variables. A direct relationship was found between the transformational leadership practice of school principals and teachers’ behaviours. In addition, transformational leadership practices of school principals had a direct as well as a moderate effect on teacher agency; teacher self-efficacy led to an indirect increase on this effect.

Purpose: While the literature includes multiple studies on the relationship between school leadership and instructional quality, they often use instructional practice as a continuous variable, assuming that a teacher would perform all sub-dimensions of instructional practice at a similar rate and failing to link distributed leadership to classroom teaching. Addressing these gaps in the literature, this study aims to identify teacher- and school-level latent profiles of teachers’ instructional practices and to investigate how distributed leadership predicts teachers’ membership in different instructional practice profiles, with the mediating role of teacher collaboration. Research Methods/Approach: The study employed a cross-sectional survey design using Türkiye's TALIS data for lower secondary education. Multilevel latent profile analysis with mediation modeling was conducted on data from 3,223 teachers in 192 schools. Findings: This analysis yielded four teacher profiles: laissez-faire, typical, controlling, and versatile; and two school profiles, high controlling and high laissez-faire. Findings indicate that distributed leadership promotes professional collaboration in lessons among teachers, which could, in turn, play a critical role in determining both individual teacher- and school-level profiles. Implications: This study provides practical contributions to understanding the nature of classroom teaching, suggesting that future studies should use instructional practice profiles instead of a single construct of teaching.

This study explores how and under what boundary conditions school leadership influences teachers’ instructional practices in Turkey. Using survey data from a sample of 928 teachers in 87 middle and high schools, the present study tested a moderated mediation model of school leadership's effects on teacher instructional practices, with teacher collective efficacy as the mediator and uncertainty avoidance perceptions of teachers as the moderator. We performed a multilevel structural equation modeling with Bayesian estimation to examine the relationships between our constructs. The results showed significant indirect effects of school leadership on teacher instructional practices with the significant mediator role of teacher collective efficacy. However, the distinct contribution of this study lies in exploring the moderator role of uncertainty avoidance on the effect of school leadership on teacher instructional practices through teacher collective efficacy. Our results enhance the field's understanding of how and to what extent cultural aspects of any given society shape the effects of school leadership practices on teaching.