What Motivates Teachers to Assume Leadership Roles? Examining the Influences of Leader-Member Exchange and Leadership Self-Efficacy

ARASTAMAN G., Fidan T., Çetinkaya A.

Leadership and Policy in Schools, 2026 (ESCI, Scopus) identifier

  • Publication Type: Article / Article
  • Publication Date: 2026
  • Doi Number: 10.1080/15700763.2026.2645719
  • Journal Name: Leadership and Policy in Schools
  • Journal Indexes: Emerging Sources Citation Index (ESCI), Scopus, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Public Affairs Index
  • Hacettepe University Affiliated: Yes

Abstract

This study explores factors affecting teachers’ motivation to lead (MTL) in Türkiye, addressing reluctance in educational settings. Using the Theory of Reasoned Action, Social Exchange Theory, and Social Cognitive Theory, we examined leader-member exchange (LMX) and leadership self-efficacy’s (LSE) impact on MTL. A survey of 925 teachers in Ankara revealed that LMX and LSE positively influenced MTL. We also found that LSE mediated the relationship between LMX and teachers’ MTL, offering a framework for teacher leadership. The findings underscore the importance of relational leadership practices for policy initiatives aimed at fostering teacher leadership in centralized and hierarchical education systems.