There is an extensive body of contemporary educational literature concerning teachers' professional development (PD), but little attention has been paid to the PD of…
There is an extensive body of contemporary educational literature concerning teachers' professional development (PD), but little attention has been paid to the PD of principals, despite their vital role in improving student learning outcomes. The available literature on principals' PD deals with content and quality while mostly ignoring whether and how PD activities have an impact on leadership practices. In our study, we wanted to examine the extent to which principals perform learning-centred leadership practices and whether and how their practices are influenced by the PD programmes they have engaged in during the past twelve months.
A total of 130 Turkish principals participated in the study. Using the SEM model, we examined the direct and indirect links between principals' PD and their self-perceived learning-centred leadership practices, with self-efficacy as the mediating variable.
We found a positive, statistically significant yet weak relationship between principals' PD and their leadership practices, with self-efficacy playing a considerable mediating role.
We argue that traditional types of PD activities can contribute to the leadership practices of principals, at least in countries where school principals are not adequately prepared for principalship positions. We suggest that such activities can contribute by providing newly appointed school principals with certain basic knowledge regarding effective leadership that many principals in developing countries are missing due to the lack of pre-service training. These activities can also strengthen principals' belief in their ability to overcome school problems and improve student learning. This, in turn, could motivate them to focus more on learning-centred leadership practices.
While the current knowledge in the field of educational leadership and management (EDLM) has been primarily based on research produced in English-speaking Western…
While the current knowledge in the field of educational leadership and management (EDLM) has been primarily based on research produced in English-speaking Western societies, there have been significant efforts by other societies to contribute to the knowledge production, especially during the past decade. The purpose of this paper is to identify the contribution of Turkey to the international EDLM literature by investigating the topical focus, conceptual frameworks and research designs of papers published by EDLM scholars from Turkey.
Descriptive content analysis method was employed to examine 315 empirical, review, conceptual and commentary papers published by Turkish scholars in core educational administration and Web of Science journals. The time period of the review left open-ended. However, in practical terms, it begins in the year 1994 when the first article from Turkey was published in any of the selected sources and ends at the end of 2018. Information relevant to the research was extracted from each article and was coded to facilitate quantitative analysis. Using Excel software, descriptive statistics including frequencies and percentages were provided for each research question.
Results show that Turkish EDLM scholars mostly rely on survey based quantitative research approach, employing advanced statistical techniques in the analysis of the data. However, mixed method and qualitative studies are relatively less common. Organizational behavior, school leadership and emotions stand out as most frequently used topics, while Turkish scholars are not interested in analyzing the educational outcomes such as student achievement and school improvement. Consistent with the findings related to topical foci, a large number of those who were interested in correlational studies examined the relationship between leadership roles and organizational behaviors.
The data set only included journal articles and excluded conference proceedings, books and theses/dissertations. Nevertheless, the authors believe this review adds significantly to previous reviews of local EDLM journals conducted by Turkish scholars. The authors concluded that the Turkish scholars should direct their future research to exploring and better understanding the practices of Turkish principals in schools by: diversifying their research topics; incorporating more qualitative and mixed-method designs; and taking into account specific features of the culture and educational system in Turkey.
Based on the current higher education context, reducing scholars’ teaching load, diversifying research funding opportunities, and modifying access to tenure tracks seem necessary interventions to support EDLM research with strong ties to practice and to the sociocultural context. In addition, policy changes aiming professionalization of administrative positions and establishing some forms of formal training for school principalship are needed. Such changes can help transfer the knowledge produced by the Turkish EDLM researchers to the practice and provide solutions to problems related to school administration.
This paper will add to recent effort to identify how a developing nation outside Western perspective approaches the field, and contributes to the global knowledge base.
Higher education institutions around the world compete with one another in the internationalization zone. One of the biggest competitions centers on the mobility of…
Higher education institutions around the world compete with one another in the internationalization zone. One of the biggest competitions centers on the mobility of students fighting for the share from the student market pie. The Turkish higher education system, as an emerging competitor, also participates in this competition. While many studies focus on international students in Turkish higher education institutions, the literature lacks information about why Turkish institutions participate in this game, and what tools and strategies they use in this endeavor. This study examined the rationales and strategies of higher education institutions using a semistructured online survey data collected from international offices at participating institutions. Findings revealed that Turkish higher education institutions attract international students to create a multicultural environment by increasing diversity at the campus and to increase the quality of the institution. In contrast to the findings in the literature, seeing international students as institutional revenue source was not among the rationales mentioned by the participant institutions. Besides the rationales, findings also revealed the strategies institutions use for their international student recruitment. Paralleling with the trending mechanisms used worldwide, Turkish institutions use similar strategies such as participating in fairs and events, advertisement through technology, web and social media, and using agents; however, there are also unique mechanisms created by Turkish institutions including visiting parents of current international students, high school visits, and summer camps as effective strategies. Additional research, with broader scope and depth is needed to better understand the internationalization of Turkish higher education.
The purpose of the current study was to investigate whether the instructional and administrative leadership practices of principals and professional collaboration of…
The purpose of the current study was to investigate whether the instructional and administrative leadership practices of principals and professional collaboration of teachers predict teachers’ self‐efficacy and job satisfaction in Turkish middle schools.
By applying a causal comparative design and a multilevel methodology, the current study used OECD's Teaching and Learning International Survey (TALIS) data set to examine the relationships among study variables. The multilevel data included 178 schools/principals and 2,967 teachers. Two‐level Hierarchical Linear Modeling (HLM) method was used to investigate whether principals’ leadership and teachers’ collaboration predict teacher self‐efficacy and teacher job satisfaction, net of several important teacher‐level and school‐level control variables.
The findings showed that some select aspects of principal leadership and teacher collaborative practices significantly predict teachers’ self‐efficacy and job satisfaction at within and across schools. Among all independent and control variables, teachers’ collaboration appeared to be the strongest predictor of both teacher self‐efficacy and job satisfaction.
The areas of significance identified by this study may guide policy makers and practitioners for informed decisions and interventions targeting to enhance teacher self‐efficacy and job satisfaction. The multilevel methodology utilized by this study may also stimulate future research endeavors for capturing the nested relationships of educational data, otherwise would be unaccounted for at different levels of schooling.