Leading teacher innovative practices in a centralized education system: the role of transformational leadership, teacher growth mindset and long-term orientation

Kılınç A. Ç., Erdoğan O., Savaş G., Dolapçı E., Arslan K.

JOURNAL OF EDUCATIONAL ADMINISTRATION, vol.1, no.1, pp.1-16, 2025 (SSCI)

  • Publication Type: Article / Article
  • Volume: 1 Issue: 1
  • Publication Date: 2025
  • Doi Number: 10.1108/jea-01-2025-0015
  • Journal Name: JOURNAL OF EDUCATIONAL ADMINISTRATION
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, ABI/INFORM, EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center), vLex
  • Page Numbers: pp.1-16
  • Gazi University Affiliated: Yes

Abstract

Purpose

This study tested a multilevel moderated mediation model of transformational leadership effects on teacher innovative practices, with growth mindset as the mediator and long-term orientation as the moderator.

Design/methodology/approach

Data from 947 teachers across 89 basic and upper secondary schools in Türkiye were analyzed using multilevel structural equation modeling with Bayesian estimation.

Findings

Results validated our theoretical model, suggesting that transformational leadership directly and indirectly influenced teacher innovative practices through growth mindset. In addition, long-term orientation significantly moderated the indirect relationship between transformational leadership and teacher innovative practices via growth mindset.

Originality/value

This study advances global school leadership research by highlighting the underexplored mediating role of teacher growth mindset and the moderating role of long-term orientation on the relationship between transformational leadership and teacher innovative practices.