Enhancing teacher innovative practices through principal learning‐centred leadership and teacher knowledge sharing

Abstract This study developed and tested a mediated‐effects model to examine how learning‐centred leadership influences teacher innovative practices through teacher knowledge sharing within Türkiye's centralised education system. Using survey data from 405 primary and secondary school teachers across Türkiye, we performed structural equation modelling to analyse the empirical links among study variables. The findings indicated that learning‐centred leadership has a significant direct impact on teacher innovative practices and an indirect effect through teacher knowledge sharing. Grounded in social exchange theory, our study suggested that principals who execute learning‐centred leadership practices foster teacher knowledge sharing, which, in turn, enhances teachers' implementation of innovative practices. We provided implications for policymakers and practitioners in Türkiye and similar educational contexts who aim to improve teacher innovative practices.