Examination of Instructional Leadership Research in Turkey

Cansoy, Ramazan; Polatcan, Mahmut

doi:10.15345/iojes.2018.01.020

Cited by 5 publications

(10 citation statements)

References 8 publications

(8 reference statements)

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“…The instructional leadership scale developed by Şişman (2004) was often employed by Turkish researchers. However, the PIMRS scale developed by Hallinger and Murphy (1985), which is commonly used in studies worldwide, was rarely preferred (Cansoy & Polatcan, 2018). There seem to be two trends in the research on instructional leadership in Turkey.…”

Section: The Context Of Instructional Leadership In Turkeymentioning

confidence: 99%

“…Other studies investigated the relationship of instructional leadership with organisational concepts such as teacher work attitudes (Duyar, Bellibas & Gümüs, 2013), teachers' self-efficacy (Bellibas & Liu, 2017), professional development (Gümüs & Bellibas, 2016), organisational commitment (Serin & Buluç, 2012), conflict resolution (Arslantaş & Özkan 2012), self-efficacy and collective efficacy (Çalık, Sezgin, Kavgacı & Kılınç, 2012), organisational climate (Ayık & Şayir, 2014), school climate (Şahin, 2011;Bellibas & Liu, 2018), organisational citizenship behaviours (Ünal & Çelik, 2013), academic optimism (Yılmaz & Kurşun, 2015) and organisational health (Parlar & Cansoy, 2017). In a review of 35 studies on instructional leadership conducted in Turkey between 2000 and 2017, researchers of these studies were found to mostly employ the survey design, a quantitative research method (Cansoy & Polatcan, 2018). Moreover, they reported based on teachers' perceptions that the most often performed behaviour of school principals as instructional leaders was sharing the objectives and vision of the school.…”

Section: The Context Of Instructional Leadership In Turkeymentioning

confidence: 99%

“…The present study can thus make a contribution to the literature on this research topic. On the other hand, the model proposed by Şişman (2004) in the Turkish context was commonly used in the national literature (Cansoy & Polatcan, 2018). In this regard, examining a different model in the Turkish context can provide researchers the opportunity to make a comparison with Hallinger and Murphy's model (1985) that is often referred in the literature (Hallinger, 2011).…”

Section: The Context Of Instructional Leadership In Turkeymentioning

confidence: 99%

See 2 more Smart Citations

An Evaluation of School Principals’ Instructional Leadership Behaviours from the Perspective of Teachers

Cansoy

Polatcan

Kılınç

2019

Educational Administration: Theory and Practice

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The primary aim of this study was to evaluate school principals' instructional leadership behaviours based on teachers' views. The instructional leadership model developed by Hallinger and Murphy (1985) was used, and the phenomenological design of qualitative research was employed. The participants were 16 teachers working at public schools in Turkey. The data were analysed using content analysis technique. The results showed that school principals performed well in some of the areas determined by Hallinger and Murphy while performing weakly in other areas. They performed strong behaviours in conveying the objectives of the school, organising the curriculum, being available, preserving the time allocated to instruction, appreciating teachers' success and monitoring student development. However, they were reported to show a weak performance in determining the school objectives, improving the curriculum, contributing to teachers' professional development and following student learning. Based on the results, it can be suggested that policy-makers should create favourable conditions for school principals to act more independently in curriculum development. Moreover, school principals should make an effort to ensure teachers' professional development and form a school culture that would strengthen professional cooperation among teachers. Above all, school principals' knowledge and expertise regarding instructional leadership can be enhanced by means of in-service training programs.

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Section: The Context Of Instructional Leadership In Turkeymentioning

confidence: 99%

Section: The Context Of Instructional Leadership In Turkeymentioning

confidence: 99%

Section: The Context Of Instructional Leadership In Turkeymentioning

confidence: 99%

See 1 more Smart Citation

An Evaluation of School Principals’ Instructional Leadership Behaviours from the Perspective of Teachers

Cansoy

Polatcan

Kılınç

2019

Educational Administration: Theory and Practice

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“…Instructional leadership is relatively a new concept in Turkey but there is an increasing interest from scholars and researchers over the last decades (Bellibas, 2015;Bellibas et al, 2020;Cansoy & Polatcan, 2018). However, the results of studies dealing with instructional leadership in Turkey negate each other by providing contradicting results concerning principals' competency and skills of instructional leadership.…”

Section: Introductionmentioning

confidence: 99%

Does Instructional Leadership Make a Difference? Investigating the Relationship between Instructional Leadership and Teacher Autonomy

Boz

2022

Cukurova University Faculty of Education Journal

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The effect of principals’ instructional leadership style on the teaching profession has received much scrutiny. However, there is an apparent need for more studies in Turkey that address the relationships between instructional leadership and teacher autonomy. This quantitative study aimed to explore the association between principals’ instructional leadership and teacher autonomy. More importantly, the current study sought to determine the extent to which instructional leadership behaviors explain the variance in teacher autonomy. Two existing scales were conducted to collect data from 500 teachers. We conducted descriptive statistics analysis to measure the teachers’ perception of instructional leadership and teacher autonomy, the bivariate correlation was used to assess the relationship between the variables and finally we conducted a regression analysis to examine the extent to which instructional leadership explains variance in teacher autonomy. The result indicates a positive relationship between principals’ instructional leadership and teacher autonomy. More importantly, the result of regression analysis reveals that principals’ instructional leadership style is a predictor of teacher autonomy. The implications and limitations of this study, as well as recommendations for future researchers, are presented.

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“…This evolution of international research on school leadership frames the current review in which we examine how principals enact their instructional leadership role in Turkey. While a prior review of Turkish research on instructional leadership provides an overview of the existing studies (Cansoy and Polatcan, 2018), the current review focuses specifically on the qualitative research and includes their synthesized findings. The research question driving this review is, "what does a culturally contextualized model of instructional leadership look like for Turkey, and how does this differ from key models disseminated from the USA?…”

mentioning

confidence: 99%

Instructional leadership in a centralized and competitive educational system: a qualitative meta-synthesis of research from Turkey

Gümüş

Hallinger

Cansoy

et al. 2021

JEA

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PurposeThis study sought to provide an understanding of what a culturally contextualized model of instructional leadership looks like in Turkey, and how this differs from models disseminated in the USA.Design/methodology/approachThis study employed qualitative meta-synthesis to systematically review the full set of 22 qualitative studies of instructional leadership in Turkey. A systematic synthesis strategy was applied to code the findings from each study to develop broad themes that describe key domains of principal instructional leadership practice.FindingsThe results showed that instructional leadership of school principals in Turkey is composed of four main dimensions and ten subdimensions. The main dimensions include: (1) emphasis on national goals and competition, (2) maintaining the learning environment, (3) motivating and enabling teachers, and (4) monitoring program alignment and test results.Research limitations/implicationsWhile broad dimensions of instructional leadership described in the international literature are relevant in Turkey, some practices used to enact those dimensions appear poorly aligned with the institutional–cultural context of Turkish schools. Thus, findings from this study support the assertion that the specific practices used to measure, assess and practice instructional leadership must be adapted to the context of a specific society.Originality/valueThis paper contributes to international efforts to develop a globally validated knowledge base in educational leadership and management.

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Examination of Instructional Leadership Research in Turkey

Cited by 5 publications

References 8 publications

An Evaluation of School Principals’ Instructional Leadership Behaviours from the Perspective of Teachers

An Evaluation of School Principals’ Instructional Leadership Behaviours from the Perspective of Teachers

Does Instructional Leadership Make a Difference? Investigating the Relationship between Instructional Leadership and Teacher Autonomy

Instructional leadership in a centralized and competitive educational system: a qualitative meta-synthesis of research from Turkey

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