This study investigates the impact of transformational school leadership on organizational change, emphasizing the mediating roles of instructional strategy self-efficacy and professional learning while also examining the direct effect of AI anxiety on organizational change.
A theoretical model is developed and tested using structural equation modeling based on data collected from 1,000 teachers across 40 schools in 20 provinces within Türkiye's NUTS-1: 12 regions.
The results reveal that teachers' perceptions of transformational school leadership positively influence instructional strategy self-efficacy, professional learning, and organizational change. Additionally, instructional strategy self-efficacy, professional learning, and AI anxiety are positively linked to organizational change. The mediation analysis highlights the significant role of instructional strategy self-efficacy and professional learning in explaining the relationship between transformational school leadership and organizational change.
This study contributes to the literature on leadership and organizational change by demonstrating the mechanisms through which transformational leadership fosters instructional strategy self-efficacy, professional learning, and adaptation to organizational change. It also extends research on AI anxiety and its influence on educational settings.
