The effects of professional development activities on principals’ perceived instructional leadership practices: multi-country data analysis using TALIS 2013

Gümüş, Emine; Bellibaş, Mehmet Şükrü

doi:10.1080/03055698.2016.1172958

Cited by 35 publications

(37 citation statements)

References 41 publications

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“…In the past two decades, the scholarship on mentoring school principals has primarily focused on indoctrination and socialization into the profession (Alsbury and Hackmann 2006;Daresh 2004;Oplatka and Lapidot 2018) and the professional development (PD) of novice school principals (Boerema 2011;Clayton et al 2013;Gumus and Bellibas 2016;Hayes 2019). Mentoring in its rudimentary form is defined as a dyadic relationship where one person invests time, energy, and personal know-how in assisting the growth and ability of another (Shea 1997).…”

Section: Mentoring Principals For Democratic and Socially Just Schoolmentioning

confidence: 99%

“…Effective principal mentors possess specific behaviors that can predict whether a principal will make a good mentor. Effective mentors should (a) exhibit leadership qualities (i.e., creating shared vision, mission, values, and goals); (b) communicate well with others; (c) possess the ability to think outside the box; and (d) have the willingness to take risks (Gumus and Bellibas 2016). Moreover, principal mentors should be a strong exemplar of social justice leadership.…”

Section: Mentor's Role In Promoting Social Justice Leadershipmentioning

confidence: 99%

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Relational Mentoring for Supporting School Principals in Social Justice Leadership

Hayes¹,

Angelle²

2020

Handbook of Social Justice Interventions in Education

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Principals hold complex and demanding responsibilities that include leading democratic and socially just schools with a focus on equity and inclusion; however, early career principals face challenges and barriers in serving as social justice leaders. Mentoring is a long-established method of supporting and developing novice principals as they begin their careers; yet, there is limited research on how mentoring can be used to support principals in social justice leadership. Although conceptual in nature, the purpose of this chapter is to discuss challenges and barriers principals face in creating a democratic, socially just school and how mentoring can support principals in creating such cultures. We conceptualize that mentoring relationships can be used as an effective means to support principals

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Section: Mentoring Principals For Democratic and Socially Just Schoolmentioning

confidence: 99%

Section: Mentor's Role In Promoting Social Justice Leadershipmentioning

confidence: 99%

Relational Mentoring for Supporting School Principals in Social Justice Leadership

Hayes¹,

Angelle²

2020

Handbook of Social Justice Interventions in Education

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“…By doing so, it was tried to understand to what extent the remaining variables predicted the possibility of leaving school, regardless of the differences between regions. Similarly, there are studies that use different level of variables in the same analysis together (Gumus & Bellibas, 2016).…”

Section: Discussionmentioning

confidence: 99%

Exploring the Factors Associated with the School Dropout

Boyacı

2019

iejee

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The aim of this study is to critically examine the sociodemographic and individual factors leading to school dropout. The study uses the Family Structure Survey (FSS) data collected in 2016 from 35.475 household members 15+ years old, by Turkish Statistical Institute (TurkStat). Appropriate variables, gender, marital status, age, work status, living away from mother, living away from father, and the residential area were chosen as the predictor variables of the odds of dropout behavior in any level of education for specific age groups. According to the binary logistic regression, being married, working in a job, living in a village or county and living away from father or in a separated family are the major sociodemographic problems leading dropout. Besides, economic issues and low achievement is the major reasons to dropout according to the participants' views by descriptive statistical analyses. In this regard, taking comprehensive actions to minimize the effect of these factors with a broad cooperation and collaboration of the national, local and institutional authorities is suggested and the need for more studies specifically designed for rural and urban areas is emphasized.

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“…Hasta el momento se han realizado dos ediciones, TALIS 2008 y TALIS 2013. Con los datos se han realizado numerosos estudios y se han deducido otras tantas conclusiones de interés para la comunidad científica (Gumus & Bellibas, 2016;Perry, Sealy & Hawkins, 2016;Albergaria-Almeida, da Silva Lopes & Martinho, 2015;Lizasoain, Tourón & Sobrino, 2015;Ming-ren, 2015;MECD, 2014d;OECD, 2014d;Jensen, Sandoval, Knoll & González, 2012;Vieluf, Kaplan, Klieme & Bayer, 2012;ME 2009;OECD, 2009). …”

Section: │2unclassified

PISA y TALIS ¿congruencia o discrepancia?

Fernández-Díaz

Rodríguez-Mantilla

Martínez-Zarzuelo

2016

RELIEVE

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International educational evaluations on a grand scale provide information of interest to the educational, scientific and political community. Many studies have derived from them, both nationally and internationally. On the other hand, it is well known from the beginning of these macro-assessments the diversity of opinions they have generated. In this context, the aim of the study presented here is to analyse the relationships between the results from PISA 2012 and those relating to teaching practice of secondary TALIS 2013, trying to find out the consistencies and discrepancies between the results of both. Data from TALIS-PISA link have been used. The descriptive analysis carried out taking the overall scores on both evaluations show obvious discrepancies, as countries occupying the top positions in the results of students in PISA are located in the last places in teaching practice of teachers. The analysis also show the lack of the expected coherence. These results lead to reflect on the possible underlying causes and so it is proposed the need for a coordinated design of both evaluation processes Keywords:TALIS, PISA, OECD, educational assessment, international evaluations, academic achievement, teaching practice, teaching staff, research, compulsory secondary education ResumenLas evaluaciones educativas internacionales a gran escala ofrecen información de interés para la comunidad educativa, científica y política. Son muchos los estudios derivados de ellas, tanto a nivel nacional como internacional. Por otra parte, es bien conocida, desde el origen de estas macroevaluaciones, la diversidad de valoraciones que han generado. En este contexto, el objetivo del trabajo que aquí se presenta es estudiar las relaciones entre los resultados de PISA 2012 y los relativos a práctica docente de secundaria de TALIS 2013, tratando de analizar las congruencias o discrepancias entre los resultados de ambas. Se tomaron los datos del estudio TALIS-PISA link. Los análisis realizados, de tipo descriptivo, tomando las puntuaciones globales en ambas evaluaciones muestran discrepancias evidentes, ya que países que ocupan primeras posiciones en los resultados de los estudiantes en PISA se ubican en últimos lugares en práctica docente del profesorado., donde se supone que las relaciones se debieran producir con mayor intensidad al existir una relación más directa entre los alumnos y los profesores evaluados. Los análisis realizados muestran igualmente la falta de coherencia esperada. Estos resultados, llevan a reflexionar sobre las posibles causas que subyacen y se propone la necesidad de un diseño coordinado de ambos procesos evaluativos.

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The effects of professional development activities on principals’ perceived instructional leadership practices: multi-country data analysis using TALIS 2013

Cited by 35 publications

References 41 publications

Relational Mentoring for Supporting School Principals in Social Justice Leadership

Relational Mentoring for Supporting School Principals in Social Justice Leadership

Exploring the Factors Associated with the School Dropout

PISA y TALIS ¿congruencia o discrepancia?

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