Collective teacher efficacy as a mediator in the relationship between instructional leadership and teacher commitment

Abstract

Empirical research advocates that the instructional leadership behaviors of school principals affect teachers’ collaboration, professional motivation and commitment. This study, conducted in Istanbul province of Turkey, focused on the mediating role of collective teacher efficacy with regard to the relationship between school principals’ instructional leadership behaviors and teacher commitment. The sample consisted of 247 teachers and the study adopted the survey method. The results of multiple regression analysis displayed that school principals’ instructional leadership behaviors could predict teacher commitment; thus, the collective teacher efficacy was found to be a mediator. More specifically, it was found that school principals’ instructional leadership behaviors increased collaboration between teachers, which contributed to their commitment to school. Finally, the results were discussed and a number of suggestions were made for researchers and practitioners.

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