Journal of Professional Capital and Community

Polatcan, Mahmut; Boğan, Erhan; Bellibaş, Mehmet Şükrü

doi: 10.1108/jpcc-12-2024-0204pmid: N/A

This study explored the mediating roles of teachers’ intrinsic motivation and sense of identification in the relationship between responsible leadership and teacher work effort.Design/methodology/approachUtilizing a sample of 778 teachers working in 75 schools, this study employed multilevel structural equation modeling to investigate the relationships between the study variables at both the teacher level and the school level.FindingsThe results showed that responsible school leadership was positively related to teacher intrinsic motivation and identification. Likewise, teacher identification and intrinsic motivation were positively associated with teacher work effort. Responsible school leadership is not directly related to teacher work effort, but rather indirectly via intrinsic motivation and identification.Practical implicationsThe findings highlight that responsible school leadership enhances teacher work effort indirectly by fostering intrinsic motivation and identification with the school. To maximize teacher productivity, leaders should focus on creating a supportive environment that promotes autonomy, purpose, and a strong sense of belonging.Originality/valueThis study provides valuable insights into the indirect mechanisms through which responsible school leadership influences teacher work effort, emphasizing the pivotal roles of intrinsic motivation and identification. Its originality lies in uncovering these pathways, offering practical guidance for leadership practices to enhance teacher engagement and productivity.

Kılınç, Ali Çağatay; Sezgin, Ferudun; Özdemir, Servet; Savaş, Gökhan; Erdoğan, Onur; Arslan, Kürşat

doi: 10.1108/jpcc-12-2024-0201pmid: N/A

This study explores the relationships between principal trust in teachers, principal well-being, resilience, and leadership for learning. Specifically, we develop and test a theoretical model where principal trust in teachers is treated as the independent variable, leadership for learning as the dependent variable, and principal well-being and resilience as mediators.Design/methodology/approachData were collected from 337 principals working in Turkish schools. The theoretical model was analysed using confirmatory factor analysis and structural equation modelling.FindingsThe results demonstrate a significant direct relationship between principal trust in teachers and leadership for learning, as well as an indirect relationship mediated by principal well-being and resilience. These findings underscore the pivotal role of principals’ personal resources in translating principal trust in teachers into implementing leadership for learning practices.Originality/valueThis study shifts the focus of trust, well-being, and resilience research from teachers to principals, offering rare empirical evidence on how these variables influence principal leadership. Uniquely positioning leadership for learning as an outcome variable, this study highlights the role of relational and personal resources in shaping leadership for learning practices.

Liu, Shengnan

doi: 10.1108/jpcc-09-2024-0161pmid: N/A

The study examines how department leadership and principal instructional leadership are associated with teacher professional learning in Chinese primary and middle schools. It focuses on teachers’ perceived learning value of work as a potential mediating factor.Design/methodology/approachSurvey data were collected from 3,219 teachers across 121 schools. A multilevel moderated mediation model was used to examine the relationships among leadership practices, perceived learning value of work, and teacher professional learning.FindingsThe results suggest that principal instructional leadership is associated with a stronger relationship between department leadership and teachers’ perceived learning value of work. It may also strengthen the indirect association between department leadership and teacher professional learning via this mediating variable.Originality/valueThe study highlights that the relationship between department leadership and teachers’ learning experiences may vary depending on the degree of principal engagement in instructional leadership. The findings offer insight into how leadership practices at different levels may jointly support teacher professional learning.