Özet:

Purpose: The purpose of this study is to examine the relationships between teacher leadership and teacher self-efficacy and to determine the extent to which teacher leadership predicts teacher self-efficacy. Design & Methodology: The study utilized a quantitative research method with a correlational design. The study group consisted of 348 teachers working in public schools in the Elazığ province. Data for the study were collected using Teacher Sense of Efficacy Scale Short Form and the Teacher Leadership Scale. Correlation and multiple linear regression analyses were employed in the data analysis. Findings: The findings of this study demonstrate a significant and positive relationship between teacher leadership and teacher self-efficacy. Specifically, teachers who perceive themselves as effective leaders in their professional roles tend to exhibit higher levels of self-efficacy. In addition, the multiple linear regression analyses revealed that teacher leadership dimensions—collaboration with colleagues, involvement in institutional improvement, and participation in professional learning—significantly predict teachers' self-efficacy. Implications & Suggestions: This suggests that teacher leadership initiatives, designed to foster collaboration, support institutional improvements, and facilitate professional learning, have the potential to enhance teacher self-efficacy and, consequently, elevate teaching practices and educational outcomes.

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