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    Antecedents and outcomes of teacher leadership: the role of teacher trust, teacher self-efficacy and instructional practice
    (Emerald Group Publishing Ltd, 2021) Kilinc, Ali Cagatay; Bellibas, Mehmet Sukru; Bektas, Fatih
    Purpose Much of the literature on school leadership has concerned itself with the leadership practices of school principals, largely ignoring the leadership capacity of teachers. Much remains unexplored regarding the factors influencing teacher leadership, as well as the impact it has on teaching and learning. Addressing this gap in the literature, this study sought to investigate (1) whether teacher trust influences teacher leadership and (2) whether teacher leadership influences instructional practices directly or indirectly through teacher self-efficacy. Design/methodology/approach The study employed a cross-sectional survey design using quantitative methods. A total of 618 teachers participated in the study. By performing structural equation modeling (SEM), we examined the direct and indirect effect of teacher leadership on instructional practice, with self-efficacy as the mediating variable while teacher trust was treated as the antecedent of teacher leadership. Findings The results indicated that teacher trust had a direct effect on teacher leadership, and while teacher leadership had no direct effect on instructional practices, an indirect effect was evident through the mediating effect of teacher self-efficacy. Research limitations/implications Our findings suggested that teacher leadership is a salient factor that influences teacher instructional practice by enhancing teachers' belief in their capability to cope with problems and improve student learning. Moreover, teacher trust provides intangible support for teachers to engage in leadership work. Since the current study employed a cross-sectional survey rather than a longitudinal one, we cannot accurately establish causal relationships among the study variables. Originality/value This study adds nuance to the literature on teacher leadership, where there is still limited international evidence regarding the factors that influence the enactment of teacher leadership, as well as those that mediate its effects on teaching and learning.
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    The effects of distributed leadership on teacher professional learning: mediating roles of teacher trust in principal and teacher motivation
    (Routledge Journals, Taylor & Francis Ltd, 2022) Bektas, Fatih; Kilinc, Ali Cagatay; Gumus, Sedat
    The current study investigates a mediated-effects model of distributed leadership and teacher professional learning. The model proposes that teacher trust in school principal and teacher work motivation act as mediators of distributed leadership effects on teacher professional learning. The study is based on survey data collected from 327 teachers employed in public primary schools in Turkey. The results show that distributed leadership has positive indirect effects on teacher professional learning. Both teacher trust in school principal and teacher work motivation mediate the effects of distributed leadership on teacher professional learning. This study contributes to a growing body of research evidencing a positive link between distributed leadership and teacher professional learning.
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    Misconceptions in Phenomenological Research in Educational Administration: An Analysis Based
    (Turkish Educational Admin Research & Development Assoc, 2020) Cimen, Ismail; Kilinc, Ali Cagatay; Bektas, Fatih; Karadag, Engin; Yalcin, Mikail
    The present study intends to determine the ways followed and misconceptions held in the studies of phenomenological research design by analysing the theses in the field of educational administration. By using the database of the Turkish Council of Higher Education Thesis Center, forty master's and ten doctoral theses conducted between the years 2010-2017 in the field of education administration were reviewed and analysed methodologically. The results indicated that researchers did not benefit from international literature on phenomenological research, the aims and objectives of the theses were not appropriate for employing phenomenology, the study groups of the theses were structured in an unfavourable way, the interview questions used to collect data were not directed to the essence of experience, appropriate methods for the process of data analysis process were conducted, and the interpretation of the findings included problematic points. These misconceptions held in phenomenological research were mostly due to not dominating the philosophical underpinnings of phenomenology. Therefore, the researchers planning to conduct their research under the skin of phenomenology need to read enough about and to gain insights into the phenomenological research design before the beginning of their studies.