The Mediating Role of Entrepreneurial Teacher Behavioursin The Relationship between Learning School and Collective Teacher Culture

Abstract

This quantitative study aims to examine the relationships among learning school, collective teacher culture, and entrepreneurial teacher behaviors, focusing on the mediating role of entrepreneurial teacher behaviorsin the relationship between learning school and collective teacher culture. The research sample consisted of 439 teachers working in schools affiliated with the Kırşehir Provincial Directorate of National Education in Türkiye, selected through convenience sampling. Data were analyzed using descriptive statistics, correlation analysis, structural equation modeling (SEM), and bootstrapping techniques. The findings revealed that entrepreneurial teacher behaviors have a partial mediating effect in the relationship between learning school and collective teacher culture. Furthermore, it was found that being a learning school has a positive and significant effect on both entrepreneurial teacher behaviors and collective teacher culture, while entrepreneurial teacher behaviors also positively and significantly influence collective teacher culture. These results indicate that schools characterized by a learning-oriented structure foster an environment that encourages teachers to exhibit proactive, innovative, and collaborative behaviors, thereby strengthening collective teacher culture. The study contributes to the literature by emphasizing the dynamic role of entrepreneurial teacher behaviors as a bridge connecting organizational learning and collective efficacy in educational settings. The findings provide theoretical and practical implications for policymakers, school leaders, and teacher education programs seeking to build sustainable learning organizations and promote collaborative professional cultures through entrepreneurial competencies.