No abstract

Aim: While integrated leadership has received significant scholarly attention in the past decade, most existing research in this vein has focused on its impact on student achievement and often dismissed how it might be related to instructional practices, which are at the center of many school reforms. In this research, we examined the relationship between integrated leadership and teacher professional learning and teacher practices in Turkey, where educational policy makers have recently introduced several school reform initiatives. More specifically, we aimed to examine the moderating function of transformational leadership in the relationship between instructional leadership and teacher practices, with an emphasis on the mediating role of teacher professional learning. Research Design: We conducted this study with a cross-sectional design and moderated mediation model. Data collected from 616 teachers working in a mix of primary and secondary schools in Turkey were analyzed using structural equation modeling and bootstrapping tests. Findings: We found evidence that transformational leadership acted as a moderator of the indirect effect of principal instructional leadership on teachers' instructional practices through teacher professional learning. Implications: This study adds to the accumulated body of knowledge on the effects of school leadership by concluding that the effect of instructional leadership on teacher learning and practice is contingent upon the extent to which principals enact transformational leadership. School principals who adopt a more comprehensive leadership approach that combines instructional leadership and transformational leadership practices can maximize their effects on student achievement through teacher learning, and better address the ever-growing demands of educational reforms.

No abstract

ÖzetBu araştırmanın amacı ortaöğretim okulu öğretmenlerinin öğretmen liderliğine ilişkin algı ve beklentilerinin incelenmesidir. Araştırmaya Kastamonu il sınırları içinde bulunan ortaöğretim okullarında görev yapan toplam 291 öğretmen katılmıştır. Araştırma verileri, Beycioğlu ve Aslan (2010) tarafından geliştirilen "Öğretmen Liderliği Ölçeği" ile toplanmıştır. Araştırma verilerinin analizinde aritmetik ortalama, standart sapma, t-testi, ANOVA ve Pearson Momentler Çarpım Korelasyon Katsayısı kullanılmıştır. Araştırma sonuçları ortaöğretim okulu öğretmenlerinin öğretmen liderliğine ilişkin beklenti düzeylerinin algı düzeylerinden daha yüksek olduğunu göstermektedir. Araştırma sonucunda, öğretmenlerin liderlik rollerine ilişkin beklentilerinin cinsiyet değişkenine göre öğretmen liderliğinin kurumsal gelişme ve meslekî gelişim boyutlarında; algılarının ise yaş değişkenine göre kurumsal gelişme boyu-

For much of the past half-century, scholars from various parts of the world have studied the early stages of school principals’ careers. This article presents the results of a review of research on novice principals (NPs) regarding its current status, intellectual structure and conceptual structure. The review conducted bibliometric and content analysis of relevant articles accessed through Scopus. The findings primarily concerned patterns in the knowledge production related to novice school principals. Our findings indicate that this line of research is still in its infancy, but has been growing rapidly in recent years. Related studies have mostly focused on three broad areas: preparation and development of NPs; NPs’ socialization process and the challenges they face; and NPs’ role in school improvement. Most of the related studies are found to be lacking in terms of a solid theoretical grounding. The implications of the results for the related literature are discussed.

This paper examines the effects of instructional leadership on the change in teachers’ classroom practices, with the mediating role of shared practice and learning effectiveness. The study employed a cross-sectional survey design, using quantitative methods. Confirmatory factor analysis and structural equation modeling were used to analyze the data collected from 350 teachers in primary and secondary schools in various provinces of Turkey. The results provided evidence consistent with the previous research from western English-speaking societies, suggesting an indirect relationship between leadership and teachers’ instructional practices with the full mediation roles of shared practices among teachers and their sense of agency in learning effectiveness. This work concludes that teacher learning and collaborative practices among teachers, influenced by principals’ instructional practices, can facilitate a significant change in several diverse components of classroom instruction, such as the quality of grouping, questions, homework, instructional strategies and differentiated practices.

The purpose of this study was to analyze the studies conducted from 2000 to 2016 from a holistic point of view, to determine the research tendency in teacher leadership studies and to detect the differences and similarities of teacher leadership studies. Design & Methodology: The populations of the study conducted through descriptive content analysis as one of the content analysis forms and categorical analysis techniques were studies that were indexed about teacher leadership in Council of Higher Education Thesis Center, TUBITAK ULAKBIM Social and Human Sciences Database, Google Scholar, ERIC and EBSCOhost. The sample of the study described through purposeful sampling method consisted of 50 studies (19 thesis-31 articles) that were conducted in Turkey from 2000 to 2016 and were open to access. The data of the study were gathered through The Form for Analyzing Studies on Teacher Leadership. Findings: The results of the study revealed that the national studies on teacher leadership were conducted mainly between the years 2012 and 2016 and that most of the teacher leadership studies were single-authored and conducted in İstanbul, Mediterranean Region and West Anatolia. The results also mirrored that most of the studies on teacher leadership were articles and conducted in primary education level. Majority of the studies examined demographic variables as independent variables, were designed in quantitative research method, used surveys to gather data and simple random sampling method to choose the participants and descriptive analyses to analyze the data. Implications & Suggestions: Results of the current study revealed that studies conducted on teacher leadership focused heavily on examining demographic variables as independent variables and designed in quantitative research method in which surveys were used to gather data and simple random sampling method was used to choose the participants and descriptive analyses were used to analyze the data. Therefore, it may be suggested that further studies are required to examine the relationship between teacher leadership and different variables related to organizational behavior.

Background Ileus is common after elective colorectal surgery, and is associated with increased adverse events and prolonged hospital stay. The aim was to assess the role of non‐steroidal anti‐inflammatory drugs (NSAIDs) for reducing ileus after surgery. Methods A prospective multicentre cohort study was delivered by an international, student‐ and trainee‐led collaborative group. Adult patients undergoing elective colorectal resection between January and April 2018 were included. The primary outcome was time to gastrointestinal recovery, measured using a composite measure of bowel function and tolerance to oral intake. The impact of NSAIDs was explored using Cox regression analyses, including the results of a centre‐specific survey of compliance to enhanced recovery principles. Secondary safety outcomes included anastomotic leak rate and acute kidney injury. Results A total of 4164 patients were included, with a median age of 68 (i.q.r. 57–75) years (54·9 per cent men). Some 1153 (27·7 per cent) received NSAIDs on postoperative days 1–3, of whom 1061 (92·0 per cent) received non‐selective cyclo‐oxygenase inhibitors. After adjustment for baseline differences, the mean time to gastrointestinal recovery did not differ significantly between patients who received NSAIDs and those who did not (4·6 versus 4·8 days; hazard ratio 1·04, 95 per cent c.i. 0·96 to 1·12; P = 0·360). There were no significant differences in anastomotic leak rate (5·4 versus 4·6 per cent; P = 0·349) or acute kidney injury (14·3 versus 13·8 per cent; P = 0·666) between the groups. Significantly fewer patients receiving NSAIDs required strong opioid analgesia (35·3 versus 56·7 per cent; P < 0·001). Conclusion NSAIDs did not reduce the time for gastrointestinal recovery after colorectal surgery, but they were safe and associated with reduced postoperative opioid requirement.