The intermediate role of teacher professionalism in the effect of learning-centered leadership on teacher authority

The purpose of this research is to determine the mediating role of teacher professionalism in the effect of learning-centered leadership on teacher autonomy. For this purpose, the quantitative method was followed in the research and the relational survey model was preferred. The sample group of the research consists of 401 teachers working in primary and secondary schools in Silvan district of Diyarbakır province. "Learning Centered Leadership Scale", "Teacher Autonomy Scale" and "Teacher Professionalism Scale" were used as data collection tools in the research. In the analysis of the data, descriptive statistics, Pearson correlation coefficient, t-test and variance analysis were performed, and regression analysis was also applied. AMOS 16.0 program was used to test the research model. As a result of the analysis made in the research, it was concluded that the learning-centered leadership perception level is above the medium level. While teachers' perceptions of learning-centered leadership differed significantly according to demographic characteristics, gender and professional seniority variable, it was determined that there was no significant difference according to education status and school level variable. It has been determined that teachers' perception levels of autonomy are above the medium level. While it was determined that teachers' perceptions of teacher autonomy made a significant difference according to demographic characteristics, gender and professional seniority, it was determined that there was no significant change according to school level and educational status. Teachers' perceptions of teacher professionalism were found to be above the medium level. It was determined that teachers' perceptions of teacher professionalism differed significantly according to demographic characteristics, gender, education and professional seniority, but it was determined that there was no significant difference according to school level. It was found that there is a high level of positive and significant relationship between teachers' perceptions of learning-centered leadership and their perceptions of teacher autonomy; there is a high level of positive and significant relationship between teachers' perceptions of teacher autonomy and their perceptions of teacher professionalism; It was concluded that there is a high level of positive and significant relationship between teachers' perceptions of learning-centered leadership and their perceptions of teacher professionalism. It has been determined that teacher professionalism plays a mediating role in the effect of learning-centered leadership on teacher autonomy.