Enhancing Teacher Involvement in School Improvement Through Learning-Centered Leadership: Unveiling a Parallel Multiple Mediation Model

This study aimed to investigate the impact of learning-centered leadership on teachers’ involvement in school improvement through a parallel multiple mediation model, incorporating the factors of teacher collaboration and keeping up-to-date. Employing a cross-sectional research design, data were collected from 453 teachers in Türkiye. The analysis utilised structural equation modelling alongside bootstrapping techniques. It was concluded that teacher collaboration and keeping up-to-date partially mediated the relationship between learning-centered leadership and teachers’ involvement in school improvement. Specifically, greater adoption of learning-centered leadership directly enhanced teachers’ involvement in school improvement, fostering increased collaboration among teachers and promoting up-to-date practices. The results substantiate the pivotal role of learning-centered leadership in promoting teachers’ involvement in school improvement activities while underscoring the critical importance of collaborative practices and continuous professional development within this dynamic.