Enhancing changed teacher practice in culturally diverse schools through transformational and social justice leadership: A cross-level moderated mediation model

Abstract

This study tested a cross-level moderated mediation model examining the empirical relationship between transformational leadership (TL) and changed teacher practice (CTP) in culturally diverse schools with significant immigrant populations in T & uuml;rkiye. We propose teacher resilience (TR) as a mediator and social justice leadership (SJL) as a moderator. Data from 1408 teachers across 119 schools in T & uuml;rkiye were analysed using multilevel structural equation modelling with Bayesian estimation. Results revealed that TL had a significant direct and indirect relationship with CTP via TR. In addition, we found that SJL significantly moderated the indirect linkage of TL with CTP through TR. We provide implications for policy and practice.