Navigating organizational change: the interplay of transformational leadership, instructional strategy self-efficacy, professional learning, and AI anxiety

Purpose This study investigates the impact of transformational school leadership on organizational change, emphasizing the mediating roles of instructional strategy self-efficacy and professional learning while also examining the direct effect of AI anxiety on organizational change. Design/methodology/approach A theoretical model is developed and tested using structural equation modeling based on data collected from 1,000 teachers across 40 schools in 20 provinces within Türkiye's NUTS-1: 12 regions. Findings The results reveal that teachers' perceptions of transformational school leadership positively influence instructional strategy self-efficacy, professional learning, and organizational change. Additionally, instructional strategy self-efficacy, professional learning, and AI anxiety are positively linked to organizational change. The mediation analysis highlights the significant role of instructional strategy self-efficacy and professional learning in explaining the relationship between transformational school leadership and organizational change. Originality/value This study contributes to the literature on leadership and organizational change by demonstrating the mechanisms through which transformational leadership fosters instructional strategy self-efficacy, professional learning, and adaptation to organizational change. It also extends research on AI anxiety and its influence on educational settings.