The mediating role of teacher motivation and collaboration in the effect of learning centered leadership on change in teacher practices

Learning-centered leaders earn the trust of teachers through their attitudes and behaviors; this environment of trust facilitates the transfer of new knowledge and skills into classroom practices. This leadership style also enhances teachers' professional motivation and collaboration, thereby contributing to more effective instructional processes. To date, research has primarily focused on leadership models that support student achievement and enable schools to fulfill their institutional goals. In this context, leadership behaviors that center on learning are onsidered crucial for fostering a positive school climate and supporting teachers' professional development. The aim of this study is to examine the effect of learning-centered leadership on the transformation of teaching practices through the mediating roles of teacher motivation and collaboration. The study is designed within the framework of a relational, cross-sectional survey model, one of the quantitative research methods. Data were collected via an online questionnaire from 828 teachers working at 49 different lower secondary schools in the central district of Şanlıurfa during the 2023–2024 academic year. The questionnaire was administered through Google Forms using a convenience sampling method. The survey instrument consisted of five sections: the first section gathered demographic information, followed by the "Learning-Centered Leadership Scale", the "Change in Teaching Practices Scale", the "Teacher Motivation Scale", and the "Collective Efficacy Scale". The analysis focused on both the direct and indirect effects of learning-centered leadership on changes in teaching practices. The results revealed that learning-centered leadership behaviors significantly and positively influence changes in teaching practices. It was also found that this change occurs indirectly through teachers' intrinsic motivation and their collaboration with colleagues. Particularly, leaders who support learning, provide resources, and serve as role models were found to encourage teachers to engage in further learning, which was directly reflected in classroom practices. This thesis demonstrates that learning-centered leadership not only influences teacher behavior but also has the potential to shape school culture and enhance student achievement. The findings offer practical insights for school administrators aiming to evaluate and develop their leadership practices and provide empirical data that can inform education policy. In this regard, the study highlights the critical role of learning-oriented leadership in promoting teacher development and overall school effectiveness.