The Effect of Learning-Centered Leadership on Teaching Anxiety: Testing the Mediating Role of Teacher Agency

Objective: Teachers are the most valuable resource in educating children and adolescents today, and their psychological issues are one of the greatest challenges in education. This study aimed to investigate the role of learning-centered leadership in teaching anxiety through the mediation of teacher agency in elementary school teachers in Kurdistan province.

Method: The research method was applied in terms of purpose and correlational (structural equation modeling) in terms of implementation method. The statistical population of the study was 6328 elementary school teachers in Kurdistan province in the academic year 1402-1403, of which 362 people were used in a stratified-ratio method. Data were collected using the Learning-Oriented Leadership Questionnaires of Liu et al. (2016), Hart's Teaching Anxiety (1987), and Liu et al.'s Teacher Agency Questionnaires (2016). The obtained data were analyzed using descriptive and inferential statistical methods (Pearson correlation test and structural equation modeling) using SPSS v. 26 and Smart PLS V.3 software.

Results: The findings showed that the effect of learning-centered leadership on teaching anxiety (-0.333) and teacher agency (0.396) is significant at the 0.01 level. Also, the effect of teacher agency on teaching anxiety (-0.247) and the indirect effect of learning-centered leadership on teaching anxiety (-0.098) are significant at the 0.01 level. By improving the level of application of learning-centered leadership in schools and improving agency in teachers, teaching anxiety can be reduced in elementary teachers and its harms in the educational system can be prevented.

Objective: Teachers are the most valuable resource in educating children and adolescents today, and their psychological issues are one of the greatest challenges in education. This study aimed to investigate the role of learning-centered leadership in teaching anxiety through the mediation of teacher agency in elementary school teachers in Kurdistan province.

Method: The research method was applied in terms of purpose and correlational (structural equation modeling) in terms of implementation method. The statistical population of the study was 6328 elementary school teachers in Kurdistan province in the academic year 1402-1403, of which 362 people were used in a stratified-ratio method. Data were collected using the Learning-Oriented Leadership Questionnaires of Liu et al. (2016), Hart's Teaching Anxiety (1987), and Liu et al.'s Teacher Agency Questionnaires (2016). The obtained data were analyzed using descriptive and inferential statistical methods (Pearson correlation test and structural equation modeling) using SPSS v. 26 and Smart PLS V.3 software.

Results: The findings showed that the effect of learning-centered leadership on teaching anxiety (-0.333) and teacher agency (0.396) is significant at the 0.01 level. Also, the effect of teacher agency on teaching anxiety (-0.247) and the indirect effect of learning-centered leadership on teaching anxiety (-0.098) are significant at the 0.01 level. By improving the level of application of learning-centered leadership in schools and improving agency in teachers, teaching anxiety can be reduced in elementary teachers and its harms in the educational system can be prevented.

Objective: Teachers are the most valuable resource in educating children and adolescents today, and their psychological issues are one of the greatest challenges in education. This study aimed to investigate the role of learning-centered leadership in teaching anxiety through the mediation of teacher agency in elementary school teachers in Kurdistan province.

Method: The research method was applied in terms of purpose and correlational (structural equation modeling) in terms of implementation method. The statistical population of the study was 6328 elementary school teachers in Kurdistan province in the academic year 1402-1403, of which 362 people were used in a stratified-ratio method. Data were collected using the Learning-Oriented Leadership Questionnaires of Liu et al. (2016), Hart's Teaching Anxiety (1987), and Liu et al.'s Teacher Agency Questionnaires (2016). The obtained data were analyzed using descriptive and inferential statistical methods (Pearson correlation test and structural equation modeling) using SPSS v. 26 and Smart PLS V.3 software.

Results: The findings showed that the effect of learning-centered leadership on teaching anxiety (-0.333) and teacher agency (0.396) is significant at the 0.01 level. Also, the effect of teacher agency on teaching anxiety (-0.247) and the indirect effect of learning-centered leadership on teaching anxiety (-0.098) are significant at the 0.01 level. By improving the level of application of learning-centered leadership in schools and improving agency in teachers, teaching anxiety can be reduced in elementary teachers and its harms in the educational system can be prevented.

Objective: Teachers are the most valuable resource in educating children and adolescents today, and their psychological issues are one of the greatest challenges in education. This study aimed to investigate the role of learning-centered leadership in teaching anxiety through the mediation of teacher agency in elementary school teachers in Kurdistan province.

Method: The research method was applied in terms of purpose and correlational (structural equation modeling) in terms of implementation method. The statistical population of the study was 6328 elementary school teachers in Kurdistan province in the academic year 1402-1403, of which 362 people were used in a stratified-ratio method. Data were collected using the Learning-Oriented Leadership Questionnaires of Liu et al. (2016), Hart's Teaching Anxiety (1987), and Liu et al.'s Teacher Agency Questionnaires (2016). The obtained data were analyzed using descriptive and inferential statistical methods (Pearson correlation test and structural equation modeling) using SPSS v. 26 and Smart PLS V.3 software.

Results: The findings showed that the effect of learning-centered leadership on teaching anxiety (-0.333) and teacher agency (0.396) is significant at the 0.01 level. Also, the effect of teacher agency on teaching anxiety (-0.247) and the indirect effect of learning-centered leadership on teaching anxiety (-0.098) are significant at the 0.01 level. By improving the level of application of learning-centered leadership in schools and improving agency in teachers, teaching anxiety can be reduced in elementary teachers and its harms in the educational system can be prevented.

Objective: Teachers are the most valuable resource in educating children and adolescents today, and their psychological issues are one of the greatest challenges in education. This study aimed to investigate the role of learning-centered leadership in teaching anxiety through the mediation of teacher agency in elementary school teachers in Kurdistan province.

Method: The research method was applied in terms of purpose and correlational (structural equation modeling) in terms of implementation method. The statistical population of the study was 6328 elementary school teachers in Kurdistan province in the academic year 1402-1403, of which 362 people were used in a stratified-ratio method. Data were collected using the Learning-Oriented Leadership Questionnaires of Liu et al. (2016), Hart's Teaching Anxiety (1987), and Liu et al.'s Teacher Agency Questionnaires (2016). The obtained data were analyzed using descriptive and inferential statistical methods (Pearson correlation test and structural equation modeling) using SPSS v. 26 and Smart PLS V.3 software.