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The Roles of Collective Teacher Efficacy and Commitment in the Relationship Between Turkish Language Teachers’ Job Satisfaction and School Principal Distributed Leadership

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  • KürÅŸat Kaya
  • Onur ErdoÄŸan
  • Yılmaz YeÅŸil
  • Ferudun Sezgin

Abstract

The purpose of the current study was to investigate the relationship between principal distributed leadership and teacher job satisfaction, with the mediating role of collective teacher efficacy. It also investigated the moderating role of teacher commitment in the link between collective teacher efficacy and teacher job satisfaction. Drawing data from a sample of 338 Turkish language teachers in secondary schools in Turkey, the current study employed a cross-sectional survey design. Moderated mediation structural equation modeling was utilized to analyze the data. Results provided a moderate direct association between distributed leadership and teacher job satisfaction and an indirect relationship mediated by collective teacher efficacy. Researchers also found the moderating role of teacher commitment in the relationship between collective teacher efficacy and teacher job satisfaction to be positive and significant. Results provide evidence from a non-Western developing context and Turkish language teachers, contributing to the global knowledge base by confirming the positive and direct link between distributed leadership and teacher job satisfaction while highlighting the significant mediating role of collective teacher efficacy between these two constructs and the moderating role of teacher commitment in reflecting this role in teacher job satisfaction. Implications for policymakers and practitioners are discussed.

Suggested Citation

  • KürÅŸat Kaya & Onur ErdoÄŸan & Yılmaz YeÅŸil & Ferudun Sezgin, 2024. "The Roles of Collective Teacher Efficacy and Commitment in the Relationship Between Turkish Language Teachers’ Job Satisfaction and School Principal Distributed Leadership," SAGE Open, , vol. 14(3), pages 21582440241, August.
    • Handle: RePEc:sae:sagope:v:14:y:2024:i:3:p:21582440241271136
    DOI: 10.1177/21582440241271136
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    References listed on IDEAS

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    1. Ilaria Buonomo & Caterina Fiorilli & Paula Benevene, 2020. "Unravelling Teacher Job Satisfaction: The Contribution of Collective Efficacy and Emotions Towards Professional Role," IJERPH, MDPI, vol. 17(3), pages 1-11, January.
    2. Ji Liu & Faying Qiang & Haihua Kang, 2023. "Distributed leadership, self-efficacy and wellbeing in schools: A study of relations among teachers in Shanghai," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-9, December.
    3. Hui-Ling Wendy Pan, 2023. "The Catalysts for Sustaining Teacher Commitment: An Analysis of Teacher Preparedness and Professional Learning," Sustainability, MDPI, vol. 15(6), pages 1-16, March.
    4. Abu Siri & I Wayan Gede Supartha & I. P. G. Sukaatmadja & Agoes Ganesha Rahyuda, 2020. "Does teacher competence and commitment improve teacher’s professionalism," Cogent Business & Management, Taylor & Francis Journals, vol. 7(1), pages 1781993-178, January.
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