Trust, Professionalism and Empowerment: How School Leaders Shape Instructional Practices

ABSTRACT This study investigates the impact of school leadership on changed instructional practices through the mediating roles of trust in administrators, teacher professionalism and psychological empowerment. Data were collected from 925 teachers in Türkiye and analysed using structural equation modelling. Results indicate that school leadership significantly enhances changed instructional practices, with effects mediated through trust in administrators, teacher professionalism and psychological empowerment. Additionally, school leadership positively influences teacher professionalism, mediated by trust in administrators and psychological empowerment. These findings underscore the influence of school leadership within a non‐Western, centralised education context on instructional practices and professional development among educators. The study highlights the critical role of school leaders in promoting changes in teaching methodologies and cultivating a supportive professional environment. Implications for policy, practice and future research directions are discussed.