The mediating role of psychological capital in the relationship between the instructional leadership levels of school principals and the professional learning levels of teachers

The purpose of this research is to examine the relationship between the instructional leadership levels of school administrators and the psychological capital and professional learning levels of teachers. The research was conducted using the relational survey model, one of the quantitative research methods. 571 people were included in this research, in which the survey method was used as the data collection tool. The collected data were analyzed using SPSS 26.0 Statistics package program and Process Macro software. Descriptive statistics, normality test, reliability analysis, independent sample t-test, one-way Anova test and Tukey test were used to analyze the data. Correlation analysis is used in relationship analysis, and regression analysis is used in impact analysis. The results were interpreted using Model 4 to determine the mediation effect of psychological capital. According to the research results, positive significant relationships were found between the instructional leadership levels of school administrators and the psychological capital and professional learning levels of teachers. It has been determined that administrators with high levels of instructional leadership positively affect teachers' professional development and psychological capital levels. Additionally, it was determined that there were positive significant relationships between teachers' professional learning levels and psychological capital levels.