LEARNİNG-CENTERED LEADERSHİP AND LEARNİNG CLİMATE AS PREDİCTORS OF TEACHER AUTONOMY

Abstract

This study aims to determine the predictive effect of learning-centered leadership and learning climate on teachers’ autonomy in schools. This is a quantitative study designed with a correlational survey model. The sample of the study consisted of 343 teachers employed in state schools in central districts of Ankara. The results of the study showed that professional interest, which is one of the sub-dimensions of learning climate, and building a learning vision and providing learning support, which are sub-dimensions of learning-centered leadership, are positive and significant predictors of teacher autonomy. Moreover, the results of regression analysis and path analysis conducted on total scores revealed that learning climate and learning-centered leadership are positive and significant predictors of teacher autonomy. Furthermore, in addition to the direct predictive effect of learning-centered leadership on teacher autonomy, learning-centered leadership also indirectly predicts teacher autonomy via learning climate. This study, which addresses the relationship between teacher autonomy and learning-centered leadership in our centralized and hierarchically structured education system, is thought to contribute to the literature and practice.