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    Challenges in implementing instructional leadership: Insights from Turkish school principals
    (Sage Publications Ltd, 2024) Cansoy, Ramazan; Gumus, Sedat; Walker, Allan
    The growing international literature on instructional leadership notes that its implementation often varies depending on cultural and contextual factors. Previous studies have indicated that while Turkish school principals demonstrate some instructional leadership behaviours, they frequently do not practice its key components such as shaping teacher professional development, goal setting, curriculum development and instructional supervision. This study used qualitative research methods, including interviews with 33 school principals, to identify and understand the major barriers hindering the implementation of instructional leadership in T & uuml;rkiye. Factors such as a lack of authority, beliefs about the profession, workload, community context, inadequate resources and principal competency are key influences affecting the implementation and effectiveness of instructional leadership in T & uuml;rkiye. The findings contribute to a broader understanding of the nature of instructional leadership in diverse cultural contexts.
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    Current conditions and issues at Temporary Education Centres (TECs) for Syrian child refugees in Turkey
    (Routledge Journals, Taylor & Francis Ltd, 2020) Gumus, Emine; Kurnaz, Zeynep; Esici, Hasan; Gumus, Sedat
    Since the outbreak of Syrian conflict 2011, Turkey has received more than 3.5 million refugees, including a great number of school-aged children. Providing education to Syrian child refugees has therefore become important in Turkey. To effectively deal with this issue, Turkish government has developed educational policies and legal arrangements. Establishing Temporary Education Centres providing education in Arabic based on an adapted Syrian curriculum, was one of the main changes in Turkish educational system to accommodate Syrian child refugees. This paper aims to present the current conditions and issues at TECs based on views of Syrian teachers working in these centres. The findings show that TECs have faced several challenges, which can be categorized under three themes: infrastructral, student-related, and teacher-related challenges. The issues related to each of themes are disscussed based on the views of teachers working in TECs and suggestions relevant to both policymakers and researchers are presented in this paper.
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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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    Instructional leadership in a centralized and competitive educational system: a qualitative meta-synthesis of research from Turkey
    (Emerald Group Publishing Ltd, 2021) Gumus, Sedat; Hallinger, Philip; Cansoy, Ramazan; Bellibas, Mehmet Sukru
    Purpose This 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/approach This 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. Findings The 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/implications While 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/value This paper contributes to international efforts to develop a globally validated knowledge base in educational leadership and management.
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    Principals supporting teacher leadership: The effects of learning-centred leadership on teacher leadership practices with the mediating role of teacher agency
    (Wiley, 2020) Bellibas, Mehmet Sukru; Gumus, Sedat; Kilinc, Ali Cagatay
    Teacher leadership has attracted scholarly interest over the past decade because of its potential to build internal capacity for sustainable school improvement. However, the existing studies have mostly been descriptive and limited to qualitative studies, lacking in terms of showing whether and to what extent principal leadership might influence teacher leadership. The purpose of this study was to examine the effects of principals' learning-centred leadership in fostering teacher leadership and the mediating role of teacher agency in Turkey. The study conducted a cross-sectional survey design. Structural equation modeling was used for estimating relationships among variables in the conceptual model. Findings demonstrated that principals' learning-centred leadership had a moderate but statistically significant direct effect on teacher leadership and a significant and moderate effect on teacher agency. Findings also highlighted teacher agency as a significant mediator in the relationship between principals' learning-centred leadership and teacher leadership. The research confirmed that principals' leadership practices with specific emphasis on teaching and learning were important for enhancing a school culture in which teachers' participation in decisions and their enthusiasm for undertaking leadership practices are supported.
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    The relationship between teacher leadership capacity at school and teacher self-efficacy: the mediating role of teacher professional learning
    (Routledge Journals, Taylor & Francis Ltd, 2022) Gumus, Sedat; Kilinc, Ali Cagatay; Bellibas, Mehmet Sukru
    This study sought to explore the relationship between teacher leadership and teacher self-efficacy with the mediating role of teacher professional learning. The study employed a cross-sectional quantitative design with data compiled among public elementary, middle, and high schools across different regions of Turkey. We employed structural equation model (SEM) to estimate the structural relationships between teacher leadership capacity at school, teacher professional learning, and teacher self-efficacy. The results revealed a positive and statistically significant relationship between all three variables. While the effect sizes for the relationship between teacher professional learning and teacher self-efficacy, and between teacher leadership and teacher self-efficacy were small, there was a large effect size for the relationship between teacher leadership and teacher professional learning.
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    A systematic review of research on the relationship between school leadership and student achievement: An updated framework and future direction
    (Sage Publications Ltd, 2022) Ozdemir, Nedim; Gumus, Sedat; Kilinc, Ali Cagatay; Bellibas, Mehmet Sukru
    This systematic review sought to expand our knowledge of the increasing research studies focusing on the empirical link between school leadership and student achievement. Using five different data sources (Scopus, WoS, ERIC, Google Scholar, and Retrospective Reference Harvesting Procedure), we created a data set of 144 journal articles. Descriptive analysis of bibliographic data and content analysis of full texts were employed in the review process. The results revealed instructional leadership as the most frequently used school leadership model in the relevant research. There has been a growing tendency to use the direct effect model with the increase in the studies from non-English speaking western societies. Indeed, the use of rational and organizational variables has dominated the mediating effect studies, while moderating effect studies as well as exploratory and explanatory type of studies have not received much attention. Based on these results, a framework representing the broader picture of the current research on the relationship between school leadership and student learning is provided. In addition, several recommendations were made, aiming to build the research capacity in furthering our understanding of how school leadership practices impact student learning and achievement.
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    What do we know about novice school principals? A systematic review of existing international literature
    (Sage Publications Ltd, 2021) Kilinc, Ali Cagatay; Gumus, Sedat
    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.