Enhancing teachers’ instructional practices: the role of learning-centered leadership mediated by professional learning and innovative work behaviors

This study aimed to examine the impact of learning-centered leadership on teachers’ instructional practices through a parallel multiple-mediation model that included professional learning and innovative work behaviors. Data were collected from 511 teachers working in the south-eastern part of Türkiye, using a cross-sectional research design. The analysis was conducted using the SPSS macro PROCESS Model 4, and both direct and indirect relationships between the variables were tested using the bootstrap method. The study found that teacher professional learning and innovative work behaviors are critical mediators between learning-centered leadership and instructional practices. The results indicated that teachers in schools with learning-centered leaders demonstrated innovative work behaviors, enhanced their professional learning through collaboration with colleagues, and consequently achieved higher performance in their instructional practices. By fostering professional development and innovative work behaviors among teachers, school principals can improve the quality of educational processes, ultimately contributing to increased student achievement. However, the focus on teachers in Türkiye limits the generalizability of the study’s findings. Research in diverse cultural contexts could strengthen the external validity of the results. Additionally, future studies might explore other potential mediating factors beyond learning-centered leadership, innovative work behaviors, and professional learning, such as knowledge sharing and trust in management.