Abstract
This study aimed to explore schools’ ambidexterity profiles and examine how each profile influences the relationship between instructional leadership and teacher instructional practices. Using data from 1150 teachers across 108 schools in Turkey, we employed multilevel latent profile analysis to group schools into clusters based on aggregated teachers’ responses to organisational ambidexterity. We conducted moderation analyses with latent profile variables. Results revealed two distinct profiles: high explorative-exploitative and low explorative-exploitative schools. The study also provided evidence of the significant moderating role that school ambidexterity profiles played in the link between leadership and teaching. We discussed implications for policy and practice.
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