Impact of teacher leadership on schools' levels of openness to change in the process of educational transformation

The aim of this research is to examine the impact of teacher leadership on schools' openness to change. The study analyzed data collected from 344 middle school teachers working in the central district of Isparta during the 2024-2025 academic year. The research data were obtained using the cluster sampling method. As data collection tools, the Teacher Leadership Scale developed by Kadir Beycioğlu and Battal Aslan (2010) and the Openness to Change in Schools Scale developed by Smith and Hoy (2007) and adapted into Turkish by Hasan Demirtaş (2009) were used. The findings revealed a positive and significant relationship between teacher leadership and the level of openness to change in schools. Moreover, teacher leadership was found to be a significant predictor of schools' openness to change. According to the gender variable, female teachers exhibited higher levels of leadership. Similarly, female teachers scored higher in the dimensions of professional development and collaboration. The study also identified significant differences in perceptions of teacher leadership and openness to change based on educational background, seniority and years of service in the current school. The theoretical framework emphasized that teacher leadership is not limited to classroom roles, but also plays a crucial role in developing school culture, disseminating innovative practices and fostering collaboration among colleagues. As a result, teacher leadership is considered a key factor in enhancing schools' openness to change and contributes to the sustainability of transformation processes in educational institutions. It is recommended that structural arrangements be implemented in schools to support teacher leadership and to create a more open and innovative school climate. In particular, democratic school management practices that encourage teachers' active participation in decision-making processes should be developed, and professional development programs that empower teachers to assume leadership roles should be expanded. Ensuring that teachers contribute not only to classroom activities but also to shaping the school's overall vision and strategies will both improve individual leadership competencies and strengthen schools' capacity for change.