The relationship between peer learning and self-directed learning: the mediating role of collaborative leadership among pre-service mathematics teachers

This study examines collaborative leadership as a mediator between peer learning and self-directed learning among Turkish pre-service teachers, representing a notable contribution to the literature. Self-directed learning is influenced by multiple factors, while peer tutoring enhances students' engagement with their environment, cognitive growth, and social connection. Collaborative leadership has been identified as a significant mediating variable in this relationship. These results underscore the relevance of collaborative leadership as an important mechanism through which peer learning and self-directed learning are related. The findings suggest the potential effectiveness of establishing a project-based learning environment for pre-service teachers that focuses on fostering peer interaction and leadership development.