This study tested the effects of instructional leadership on teacher collaboration and professionalism. Specifically, it focused on how teacher collaboration mediates this relationship.
A multilevel structural equation model was employed, utilizing data collected from 401 teachers in Türkiye and analyzed.
The findings reveal that neither gender nor seniority predicts teacher professionalism at the teacher level. However, at the school level, the findings demonstrate that instructional leadership affects teacher collaboration and teacher collaboration affects teacher professionalism. Moreover, teacher collaboration mediates the relationship between instructional leadership and teacher professionalism.
The research advances understanding of how instructional leadership affects teacher professionalism through collaboration, an area underexplored in existing literature. Methodologically, the study leverages a multilevel approach that accounts for individual and contextual factors, offering a more nuanced analysis of nested data. Notably, the findings highlight the role of principals in cultivating collaborative cultures to enhance professionalism, providing practical guidance for leaders.
This study improves the current literature by elucidating the relationship between instructional leadership and teacher professionalism while offering a fresh perspective on collaboration. Based on the findings, several recommendations are proposed for policymakers, researchers and principals.
