Yıldırım, KamilYenipınar, ŞenyurtDilekli, Yalçın2024-08-012024-08-0120241848-5189https:/dx.doi.org/10.15516/cje.v26i2.5260https://hdl.handle.net/20.500.12451/12285The study investigated the reflections of teachers’ self-leadership experiences on teaching students leadership skills in a highly centralized education system. Within leadership education, this scarcely studied phenomenon refers to a theoretical and practical problem. We carried out a mixed-method explanatory sequential research design by collecting quantitative data from 610 teachers using a multi-stage sampling method. For better understanding the phenomenon, semi-structured interviews (N=13) were conducted.. In addition, the study hypothesized a model suggesting an interaction between teachers’ self-leadership and teaching students leadership skills and then tested it. We performed content analysis, descriptive analysis, correlations, EFA, and SEM to analyse the data. We concluded that teachers’ self-leadership experiences positively impact equipping students with leadership skills, and we found out that the crucial skill within the inter-related leadership skills is undertaking responsibility. The study identified disconnection among curricula, teaching, and evaluation, lack of training involving effective teaching methods, and teachers’ unconsciousness as substantial barriers to leadership education.eninfo:eu-repo/semantics/embargoedAccessMixed StudySelf-leadershipSEM-AMOSStudentsTeachersTeaching LeadershipArticle26253757510.15516/cje.v26i2.5260Q4