How does leadership team coherence affect collaborative learning and academic optimism in a centralized education system?

Abstract

Academic optimism has been one of the important study subjects of researchers in recent years due to its impact on organizational variables and schools, especially in the field of educational management and leadership. This study aims to examine the mediating role of collaborative teacher professional learning and the moderating role of enabling school structure in the relationship between leadership team coherence and academic optimism. Therefore, the study was designed as a cross-sectional study in quantitative research method. And 1204 teachers working in 1204 public schools in 52 provinces in the west, middle, east, north, and south of T & uuml;rkiye, determined by stratified random sampling method, participated in the research. Results showed that collaborative teacher professional learning mediated the relationship between leadership team coherence and teachers' academic optimism. Additionally, the effect of leadership team coherence on collaborative teacher professional learning, and through collaborative teacher professional learning on academic optimism, was stronger when the enabling school structure was moderate and high. Our results provide evidence that in the Turkish school context, enabling school structure moderates the effect of leadership team cohesion on teachers' academic optimism through collaborative learning. Our research also provides valuable insights that can provide a framework for promoting collaboration and an enabling structure in schools.