Participative Leadership And Collaborative School Culture: The Moderating Effect Of Teaching Experience

Abstract

This study examined the relationship between participative leadership and collaborative school culture, with teaching experience considered as a moderating variable. It was conducted to determine whether involving teachers in decision-making and leadership processes contributes to a more collaborative school environment and whether the length of teaching experience influences this relationship. A quantitative research design was employed, using survey data collected from teachers to assess their perceptions of participative leadership and collaborative school culture. The collected data were analyzed using WarpPLS to determine the direct relationship between participative leadership and collaborative school culture and the moderating effect of teaching experience. The results revealed that participative leadership has a significant and positive influence on collaborative school culture, indicating that greater participation in leadership and decision-making is associated with stronger collaboration among teachers. However, teaching experience did not significantly moderate the relationship between participative leadership and collaborative school culture. This suggests that the positive influence of participative leadership on collaboration remains consistent regardless of teachers’ level of experience. The findings highlight the importance of inclusive and participatory leadership practices in creating a school environment where teachers are encouraged to communicate, contribute ideas, share responsibilities, and work toward common goals. Overall, the study emphasizes that participative leadership can strengthen collaborative school culture and may be applied across teaching groups with varying levels of experience. School leaders may therefore consider providing meaningful opportunities for teacher involvement in decision-making and school activities to support a more collaborative and inclusive educational environment. These findings may also serve as a basis for developing leadership practices that promote sustained teacher participation and teamwork in schools.