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The Mediating Role of Professional Learning in the Relationship Between Instructional Leadership and Teacher Job Satisfaction

Author

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  • Gülşah Kahraman

    (Gazi University, Ankara, Türkiye)

  • Necati Cemaloğlu

    (Gazi University, Department of Educational Administration, Ankara, Türkiye)

Abstract

This study aims to examine the mediating role of professional learning in the relationship between school principals' instructional leadership behaviors and teachers' job satisfaction. The study employed a relational survey design. Data were collected from 512 teachers selected through stratified and simple random sampling from public schools across nine central districts of Ankara during the 2024–2025 academic year, using the Instructional Leadership Scale, the Teacher Professional Learning Scale, and the Minnesota Job Satisfaction Questionnaire. Mediation analysis was conducted within a Structural Equation Model (SEM) framework using Mplus 8.3 with bootstrap resampling. Instructional leadership demonstrated a strong and positive total effect on job satisfaction (β = .732, p

Suggested Citation

  • Gülşah Kahraman & Necati Cemaloğlu, 2026. "The Mediating Role of Professional Learning in the Relationship Between Instructional Leadership and Teacher Job Satisfaction," Technium Social Sciences Journal, Technium Science, vol. 87(1), pages 1-17, September.
    • Handle: RePEc:tec:journl:ojs:13807
    DOI: 10.47577/tssj.v87i1.13807
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