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Aim: The purpose of this paper is to identify teacher-level latent profiles of open innovation mindset and explore how these profiles moderate the effects of leader-member exchange on their exploitation and exploration activities. We also aim to investigate the indirect effects of principal transformational leadership on exploration activities via leader-member exchange. Research Design: Using a sample of 3,075 teachers working in 261 schools from 12 provinces across Türkiye, this study, first, employed a moderation analysis with latent profiles variables and, second, conduct a two-level structural equation model. Findings: Latent profile analysis produced three types of teacher mindset profiles: growth, average, and fixed. Findings indicate the quality of the dyadic exchange with the school principal did not influence engagement in exploitation activities of teachers with a growth mindset, whereas it contributed to the exploration activities of those teachers. Our results showed that when teachers perceived that their principal exhibited a higher level of transformational leadership behavior, they were more likely to have a higher leader-member exchange, which in turn increased the teachers' exploration behavior. Implications: This study highlights both exploitative and explorative activities are facilitated by high-quality work-related social processes within the school, and we need to recognize affective and relational contexts in the schools, as they are primarily social institutions.

This study focuses on the relationship between various leadership goal setting and students' decisions about further education in the context of the Danish educational system. Furthermore, the potential of school leadership to reduce social disparities in such decisions is explored. The data set is based on repeated measurements of school leaders' attitudes and practices from 819 schools over 4 years, merged with administrative register data. Multilevel multinomial logistic regression and two-way fixed effects multinomial regression were applied. We find no relationship between achievement goals and educational decisions. Depending on modeling choices, results indicate that leadership goal setting concerning transition is associated with a small increase in the chance of students choosing the academic track, and the goal of promoting citizenship among students was associated with a slightly higher probability of choosing the vocational track. Furthermore, transition goals moderate the relationship between school socioeconomic status and students' probability of choosing the academic track.