The Relationship Between Learning-Centered Leadership and Teacher Professionalism


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Authors

  • Lefika Polat
  • Ali Çağatay Kılınç Karabük Üniversitesi

DOI:

https://doi.org/10.5281/zenodo.7493579

Keywords:

Teacher professionalism, learning-centered leadership, teacher, quantitative study

Abstract

This study sought to explore the relationships between teacher professionalism and learning-centered leadership. The population of this cross-sectional quantitative study consists of 312 teachers, 117 teachers working in 10 primary schools, and 195 teachers working in 14 secondary schools in Karabük city center in the 2018-2019 academic year. The research data was collected through the "Teacher Professionalism Scale" developed by Tschannen-Moran, Parish, and DiPaola (2006) and adapted into Turkish by Cerit (2012) and the "Learning-Centered Leadership Scale" developed by Liu, Hallinger, and Feng (2016a) and adapted into Turkish by Kılınç, Bellibaş, and Gümüş (2017). Pearson Product Moment Correlation Coefficient was calculated and Multiple Linear Regression Analysis was performed to analyze the data. The study findings reveal positive and moderately significant relationships between teacher professionalism and learning-centered leadership in terms of providing learning support, managing the learning program, modelling, and building a learning vision. In addition, providing learning support and building a learning vision dimensions of learning-centered leadership were found as positive and significant predictors of teacher professionalism.

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Published

2022-12-30

How to Cite

Polat, L., & Kılınç, A. Çağatay. (2022). The Relationship Between Learning-Centered Leadership and Teacher Professionalism. Toplum, Eğitim Ve Kültür Araştırmaları Dergisi, 1(1), 11–22. https://doi.org/10.5281/zenodo.7493579