Principal job satisfaction, distributed leadership, teacher-student relationships, and student achievement in Turkey: a multilevel mediated-effect model

Kılınç, Ali̇ Çağatay; Polatcan, Mahmut; Turan, Selçuk; Özdemir, Nedim

doi:10.1080/03323315.2022.2061567

Cited by 10 publications

(8 citation statements)

References 58 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The distributed leadership scale was taken from the OECD TALIS 2013 questionnaire used in previous educational administration studies (e.g. Bellibas and Liu, 2018;Garc ıa Torres, 2019;Kılınç et al, 2022). The scale consists of three items: "This school provides staff with opportunities to actively participate in school decisions," "This school provides parents or guardians with opportunities to actively participate in school decisions," and "This school provides students with opportunities to actively participate in school decisions."…”

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

Teachers' intrinsic and extrinsic motivation as mediators of the effect of principals' perceived distributed leadership on organizational learning capability

Berkovich,

Hassan

2023

IJEM

View full text Add to dashboard Cite

PurposeThe purpose of this study was to investigate the mediating role of teachers' intrinsic and extrinsic motivation in the relationship between principals' perceived distributed leadership and organizational learning capability in schools.Design/methodology/approachThe study employs a quantitative research design and a survey methodology. Data were collected from 400 teachers in Bahrain.FindingsThe results reveal that teachers' intrinsic and extrinsic motivation fully mediates the relationship between principals' perceived distributed leadership and organizational learning capability in schools.Originality/valueThe study contributes to the literature on distributed leadership, organizational learning and motivation by highlighting the important mediating role of teachers' intrinsic and extrinsic motivation in the relationship between principals' perceived distributed leadership and organizational learning capability. The study also has practical implications for school administrators by suggesting that distributed leadership practices can be an effective strategy for promoting organizational learning capability in schools.

show abstract

Section: Methodsmentioning

confidence: 99%

“…The distributed leadership scale was taken from the OECD TALIS 2013 questionnaire used in previous educational administration studies (e.g. Bellibas and Liu, 2018; García Torres, 2019; Kılınç et al. , 2022).…”

Section: Methodsmentioning

confidence: 99%

Teachers' intrinsic and extrinsic motivation as mediators of the effect of principals' perceived distributed leadership on organizational learning capability

Berkovich,

Hassan

2023

IJEM

View full text Add to dashboard Cite

show abstract

“…Hofstede's 6-D model of societal cultural values is probably the most widely used model in the research field. Even though there are studies (e.g., Williamson, 2002;Fang, 2003;McSweeney, 2002) that criticize Hofstede's 6-D model, Societal cultural dimensions proposed by Hofstede's are considered to be sufficiently justified and are used in cultural evaluations, in various international marketing studies on cultural and school-based values, in intercultural management of organizations as well as in intercultural situations in general (Çağatay, et al, 2022;Thien, Chen, 2022); they are also used to interpret results (Çağatay et al, 2022;Sasson et al, 2022;Thien, Chen, 2022).…”

Section: Societal Cultural Dimensionsmentioning

confidence: 99%

“…However, at the instructional leadership level, it is not only the academic performance of students that is important. Great attention is also paid to the development of values, responsibility, sustainable leadership, nationality, emotional intelligence, entrepreneurship, employee involvement, process evaluation, and the use of data for feedback (Çağatay et al, 2022;Sasson et al, 2022;Thien, Chan, 2022). Instructional leaders monitor and evaluate teacher achievement, conduct and organize mentoring and educational leadership, plan teacher professional development, and organize group work and collaborative training (Hallinger, Lee, 2013;Alig-Mielcarek, Hoy, 2005).…”

Section: Societal Cultural Dimensionsmentioning

confidence: 99%

Does School Principals’ Leadership Vary Vis-A-Vis Cultural Differences from West to East or South to North?

2023

European Journal of Contemporary Education

View full text Add to dashboard Cite

The aim of this study was to investigate the extent to which the country's societal cultural values and well-being predict school principals' instructional leadership in different regions of Europe. The secondary data analysis using several different recourses such as the Organisation for Economic Co-operation and Development (OECD) Teaching and Learning International Survey (TALIS) 2018, the Country Comparison tool of Hofstede's six-dimensions model, and the Eurostat database for the data on the Government expenditure on education as a percentage of gross domestic product (COFOG) 2019 was employed in this study. A sample of 22 countries of Europe was included in the final analysis. First of all, multiple linear regression models with and without controlled dummy variables for the regions of Europe were implemented in the analysis of the data. Secondly, the one-way ANOVA with post hoc Tukey's honestly significant difference (HSD) analysis was employed. The regression analysis indicated that the country's societal cultural dimensions have significant predictive power for principals' instructional leadership presented in the TALIS 2018 results. The results indicated that Individualism dimensions have a positive relationship with instructional leadership. More specifically, the regression analysis with controlled dummy variables for the regions of Europe revealed that in the countries of Northern Europe, Individualism and Uncertainty Avoidance are strong significant predictors of school principals' instructional leadership. Meanwhile, in Southern, Western, and Eastern Europe, only Individualism is a significant predictor. This study uncovered that the country's well-being, measured by COFOG, is a strong, but negative predictor only in the countries of Northern Europe. In the countries with higher COFOG, school principals' instructional leadership is lower. This study has added new evidence with a particular interest in the effects of contextual influence on principals' leadership in international surveys such as the TALIS.

show abstract

“…These definitions of job satisfaction were reflected in the TALIS framework (Dicke et al, 2020), including two facets of job satisfaction -"satisfaction with the profession" and "satisfaction with the current work environment." Job satisfaction has repeatedly been identified as an important predictor of turnover and retention and is correlated with employees' commitment (Dicke et al, 2020), principals' leadership practices (Kılınç et al, 2022) and student achievement (Dicke et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Impact of school climate and resources on principal workload stress and job satisfaction: multinational evidence from TALIS 2018 data

Chen

Bellibaş

Gümüş

2023

JEA

View full text Add to dashboard Cite

PurposeThe research aimed to examine the effects of school climate (school violence and community engagement) and resources (staff shortages and resource shortages) on job satisfaction mediated by the workload stress of school principals, using pooled data from 47 jurisdictions around the world.Design/methodology/approachThis study employed a rigorous secondary analysis of principal job satisfaction using the Teaching and Learning International Survey (TALIS) 2018 dataset. The mediation analysis of structural equation modeling (SEM) performed using STATA software established a structured model by controlling region-fixed effect, principal demographic and school contextual characteristics.FindingsThis study established a model detailing the associations between school climate and resources and principal job satisfaction mediated by workload stress.Originality/valueGiven the crucial role of a school principal in leading school survival and success, this study may provide one timely method to enhance job satisfaction and performance of principals during a period of constant change marked by increasing job demands.

show abstract

Principal job satisfaction, distributed leadership, teacher-student relationships, and student achievement in Turkey: a multilevel mediated-effect model

Cited by 10 publications

References 58 publications

Teachers' intrinsic and extrinsic motivation as mediators of the effect of principals' perceived distributed leadership on organizational learning capability

Teachers' intrinsic and extrinsic motivation as mediators of the effect of principals' perceived distributed leadership on organizational learning capability

Does School Principals’ Leadership Vary Vis-A-Vis Cultural Differences from West to East or South to North?

Impact of school climate and resources on principal workload stress and job satisfaction: multinational evidence from TALIS 2018 data

Contact Info

Product

Resources

About