The relationship between peer learning and self-directed learning: the mediating role of collaborative leadership among pre-service mathematics teachers

Introduction This study aimed to examine the relationship between peer learning and selfdirected learning, as well as the mediating role of collaborative leadership among pre-service mathematics teachers. Methods A cross-sectional quantitative research design was used, and data were collected from a state university in southeastern Türkiye. Structural equation modeling was used to estimate the structural relationships among peer learning, self-directed learning, and collaborative leadership in a group of pre-service teachers. Results The results indicated a statistically significant positive correlation between collaborative leadership and both self-directed learning and peer learning. The relationship between peer learning and self-directed learning was negligible ( β = −0.016, small effect) and not statistically significant, the relationship between peer learning and collaborative leadership ( β = 0.776, large effect), and the relationship between collaborative leadership and self-directed learning ( β = 0.777, large effect) were statistically significant. Moreover, gender, as a control variable, was determined to be non-significant, but estimates of grade level and project experience were identified as statistically significant and positive. Discussion This study examines collaborative leadership as a mediator between peer learning and self-directed learning among Turkish pre-service teachers, representing a notable contribution to the literature. Self-directed learning is influenced by multiple factors, while peer tutoring enhances students’ engagement with their environment, cognitive growth, and social connection. Collaborative leadership has been identified as a significant mediating variable in this relationship. These results underscore the relevance of collaborative leadership as an important mechanism through which peer learning and self-directed learning are related. The findings suggest the potential effectiveness of establishing a project-based learning environment for pre-service teachers that focuses on fostering peer interaction and leadership development.