How Does Instructional Leadership Support Teacher Professional Learning? The Roles of Organizational Learning Mechanisms and Mindset Orientations in Türkiye

This study examines how instructional leadership is associated with teacher professional learning through organizational learning mechanisms and whether this relationship depends on teachers’ mindset orientations. The sample consisted of 526 teachers from 37 primary schools in Türkiye. Bayesian multilevel structural equation modeling was used to test a two-level moderated mediation model. Mindset orientations were measured at the teacher level and aggregated to the school level to represent a shared cognitive climate. The findings showed that instructional leadership was positively associated with teacher professional learning both directly and indirectly through organizational learning mechanisms, indicating partial mediation. Mindset orientations also moderated the relationship between instructional leadership and organizational learning mechanisms, such that the indirect effect was stronger in schools with more growth-oriented mindset climates. The findings suggest that leadership for learning is more developmentally productive when supported by organizational learning structures and growth-oriented school climates.