Abstract
ABSTRACT The purpose of the present study was to examine the effect of learning-centered leadership practices of school principals on the change in teachers’ instructional practices, as well as the mediating role of teacher collaboration. A cross-sectional survey method was employed. Confirmatory factor analysis and structural equation modelling were used to analyse the data gathered from 447 teachers working at public schools from 15 provinces in Turkey. Results indicated significant positive relationships among the variables in the model. Learning-centered leadership had a direct effect on the change in teacher practices and an indirect effect through teacher collaboration. Moderate direct and indirect effects of learning-centered leadership were evident in the changes observed in teacher practice. This study contributes to the growing body of scholarship that has established a positive association between school leadership and teacher practice, and further reaffirmed the importance of building a school environment in which collaboration among colleagues is promoted and sustained.
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