Moderating effect of teacher's professionalism between the relationship of administrator's public leadership behaviors and universities educational performance of Iraq public sectors universities

Abstract

The primary objective of this study is to examine the moderating effect of teacher professionalism on the relationship between administrator public leadership behaviors and university education performance in Iraq's public universities. The report is based on quantitative research methodology with a sample of 305 professors from public university sectors in Iraq. In this article, the researchers employed Partial Least Square (PLS)-Structural Equation Modeling (SEM) to investigate the presented research hypothesis. The regression results indicate that public leadership has a favorable and statistically significant effect on the educational performance of colleges. The professionalism of teachers has a favorable and significant impact on the educational performance of universities. The indirect moderating effects suggest that teaching professionals have a favorable and significant moderating effect on the relationship between public leadership and university education success. With the existence of these findings, the current research acknowledges the gaps in the prior literature. It enables us to understand the significance of public leadership in influencing educational performance through teachers' professionalism as moderators.