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    Collective teacher efficacy as a mediator in the relationship between instructional leadership and teacher commitment
    (Routledge, 2020) Cansoy, R.; Parlar, Hanifi; Polatcan, M.
    Empirical research advocates that the instructional leadership behaviors of school principals affect teachers’ collaboration, professional motivation and commitment. This study, conducted in Istanbul province of Turkey, focused on the mediating role of collective teacher efficacy with regard to the relationship between school principals’ instructional leadership behaviors and teacher commitment. The sample consisted of 247 teachers and the study adopted the survey method. The results of multiple regression analysis displayed that school principals’ instructional leadership behaviors could predict teacher commitment; thus, the collective teacher efficacy was found to be a mediator. More specifically, it was found that school principals’ instructional leadership behaviors increased collaboration between teachers, which contributed to their commitment to school. Finally, the results were discussed and a number of suggestions were made for researchers and practitioners. © 2020, © 2020 Informa UK Limited, trading as Taylor & Francis Group.
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    The Role of Trust in Principals in Readiness for Change Within Schools
    (Springer, 2020) Parlar, Hanifi; Polatcan, M.; Cansoy, R.
    Readiness for change is an important factor in the occurrence of positive changes in schools, which are complex social systems. The main actors of change in schools are principals. However, teachers’ trust in principals facilitates the preparation of the change process. In this context, this study aimed to examine the predictors of teachers’ trust in principals on readiness for change in schools. A relational survey model was used in this study, and the sample consisted of 328 teachers. As a result of the study, a moderate positive correlation was found between trust in principals and readiness for change. According to the results of regression analysis, teachers’ trust in principals influenced readiness for change. This chapter interprets the results of this study in the context of the school system’s features and the related literature. © 2020, Springer Nature Switzerland AG.