The Mediating Role of Collaborative Climate in the Relationship between Shared Instructional Leadership and School Effectiveness: A Structural Equation Modeling

Abstract

This study investigated the mediator role of collaborative climate in the relationship between shared instructional leadership and perceived school effectiveness based on teachers’ perceptions adopting a structural equation model. The research universe included 402 physical education teachers working in Batman (Türkiye) in the 2022-2023 academic year. Since the researchers aimed to reach all the teachers in the population (N=402), they did not employ a sampling method. The participants were 272 physical education teachers, with a response rate of 67.66%. Pearson correlation coefficients were calculated to reveal the associations among study variables. The findings revealed statistically significant, positive, and high-level correlations among variables. On the other hand, a structural equation model was used to test the hypotheses. The findings suggested that shared instructional leadership had a significant effect on collaborative climate and but not on perceived school effectiveness, and the effect of collaborative climate on perceived school effectiveness was also statistically significant. Lastly, collaborative climate mediated the relationship between shared instructional leadership and perceived school effectiveness. The findings were discussed based on the previous literature, and suggestions were brought for practitioners and researchers.