Leading teacher innovative practices in a centralized education system: the role of transformational leadership, teacher growth mindset and long-term orientation

Purpose This study tested a multilevel moderated mediation model of transformational leadership effects on teacher innovative practices, with growth mindset as the mediator and long-term orientation as the moderator. Design/methodology/approach Data from 947 teachers across 89 basic and upper secondary schools in Türkiye were analyzed using multilevel structural equation modeling with Bayesian estimation. Findings Results validated our theoretical model, suggesting that transformational leadership directly and indirectly influenced teacher innovative practices through growth mindset. In addition, long-term orientation significantly moderated the indirect relationship between transformational leadership and teacher innovative practices via growth mindset. Originality/value This study advances global school leadership research by highlighting the underexplored mediating role of teacher growth mindset and the moderating role of long-term orientation on the relationship between transformational leadership and teacher innovative practices.