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    Does distributed leadership matter for student achievement? Evidence from a centralised education system
    (Routledge Journals, Taylor & Francis Ltd, 2022) Kilinc, Ali Cagatay; Ozdemir, Nedim
    This study investigated the mediated distributed leadership effects on student achievement through teacher job satisfaction and disciplinary climate in Turkish high schools. We employed school-, teacher-, and student-level datasets drawn from the 2018 PISA and TALIS datasets and performed a multilevel structural equation model (MSEM). The results confirmed the role of teacher job satisfaction and disciplinary climate in mediating the effects of distributed leadership on student achievement. We concluded that building a school environment that fosters a disciplinary climate conducive to learning and encourages teachers to adopt positive affective and cognitive demeanors is a core condition for leveraging student achievement.
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    Exploring Teachers' Instructional Practice Profiles: Do Distributed Leadership and Teacher Collaboration Make a Difference?
    (Sage Publications Inc, 2023) Ozdemir, Nedim; Kilinc, Ali cagatay; Polatcan, Mahmut; Turan, Selcuk; Bellibas, Mehmet Suekrue
    Purpose: While the literature includes multiple studies on the relationship between school leadership and instructional quality, they often use instructional practice as a continuous variable, assuming that a teacher would perform all sub-dimensions of instructional practice at a similar rate and failing to link distributed leadership to classroom teaching. Addressing these gaps in the literature, this study aims to identify teacher- and school-level latent profiles of teachers' instructional practices and to investigate how distributed leadership predicts teachers' membership in different instructional practice profiles, with the mediating role of teacher collaboration. Research Methods/Approach: The study employed a cross-sectional survey design using Turkiye's TALIS data for lower secondary education. Multilevel latent profile analysis with mediation modeling was conducted on data from 3,223 teachers in 192 schools. Findings: This analysis yielded four teacher profiles: laissez-faire, typical, controlling, and versatile; and two school profiles, high controlling and high laissez-faire. Findings indicate that distributed leadership promotes professional collaboration in lessons among teachers, which could, in turn, play a critical role in determining both individual teacher- and school-level profiles. Implications: This study provides practical contributions to understanding the nature of classroom teaching, suggesting that future studies should use instructional practice profiles instead of a single construct of teaching.
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    Exploring the moderation role of teacher cultural value profiles on the association between transformational leadership and teacher job satisfaction: Evidence from Turkish education context
    (Sage Publications Ltd, 2024) Sezgin, Ferudun; Kilinc, Ali Cagatay; Ozdemir, Servet; Ozdemir, Nedim; Erdogan, Onur
    This study aims to identify teachers' cultural value profiles and to investigate how each profile moderates the empirical link between principal transformational leadership and teacher job satisfaction. Gathering data from a sample of 1062 teachers in 113 elementary and lower secondary schools in Turkiye, this cross-sectional study conducted latent profile analysis with moderation modelling to measure the structural links between study variables. Results showed that the sampled teachers were categorized under four profiles: decisive and participatory culture, flexible collaboration culture, rule-oriented culture, and respectful authority culture. The study also provided evidence of the significant moderator role of cultural values profiles on the association between transformational leadership and job satisfaction with the work environment and the profession. We provide implications for policy and practice.
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    How national and school cultural factors influence the link between distributed leadership and collective teacher innovativeness: Testing a multilevel moderated mediation model
    (Wiley, 2024) Erdogan, Onur; Sezgin, Ferudun; Ozdemir, Servet; Ozdemir, Nedim; Zepeda, Sally J.; Kilinc, Ali Cagatay
    This study aimed to test a multilevel moderated mediation model, where the association between distributed leadership (DL) and collective teacher innovativeness (CTI) was examined, with collectivism (COL) included as the moderator and supportive school culture (SSC) as a mediator. Using data from 829 teachers employed in 61 elementary and lower secondary schools in Turkey, we conducted multilevel structural equation modelling through Bayesian to estimate the structural links between our study variables. Our results showed significant indirect effects of DL on CTI via SSC. The findings also extend the literature by suggesting the significant moderator role of COL on the indirect link between DL and CTI via SSC. We discuss implications for policy and practice.
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    Instructional leadership, power distance, teacher enthusiasm, and differentiated instruction in Turkey: testing a multilevel moderated mediation model
    (Routledge Journals, Taylor & Francis Ltd, 2023) Ozdemir, Nedim; Kilinc, Ali Cagatay; Turan, Selcuk
    This study tested a moderated mediation model of instructional leadership's effects on differentiated instruction, with teacher enthusiasm as the mediator and power distance perceptions of teachers as the moderator. Using survey data from a sample of 772 teachers working at 55 secondary schools, the study performed multilevel structural equation modelling (MSEM) with Bayesian estimation to examine the structural relationships between principal instructional leadership, power distance, teacher enthusiasm, and differentiated instruction. Results replicated the previously established evidence that principal instructional leadership has indirect effects on differentiated instruction through promoting teacher enthusiasm. This study also extends the literature by bringing evidence that the effect of instructional leadership on teacher enthusiasm and differentiated practice is contingent upon the level of power distance in the relationships between teachers and principals. Key implications for policy and practice are discussed.
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    Leading teacher instructional practices in Turkiye: do inner school conditions matter?
    (Emerald Group Publishing Ltd, 2023) Polatcan, Mahmut; Ozdemir, Nedim; Kilinc, Ali Cagatay; Zepeda, Sally J.; Cevik, Salih
    PurposeThis study tested a moderated mediation model of school leadership effects on teacher instructional practices. Specifically, the authors focused on the mediating effect of teacher professional communities and the moderating effect of instructional climate on the relationship between school leadership and teacher instructional practices.Design/methodology/approachThe authors collected data from 958 teachers working in 72 middle and high schools in Turkiye and employed multilevel structural equation modelling (MSEM) with Bayesian estimation to predict structural links between the study variables.FindingsResults affirmed a full mediation model where school leadership practices exerted indirect effects on teacher instructional practices through promoting teacher professional communities. The authors also found significant moderating role of instructional climate in the effect of school leadership on teacher professional communities and instructional practices.Originality/valueThis study illuminates the contextualized nature of school leadership by concluding that the effect of school leadership on teacher professional communities and instructional practices is closely tied to the extent to which a high-quality instructional climate is established in schools.
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    Linking transformational leadership to teacher commitment and alienation: Do motivational climate profiles moderate?
    (Sage Publications Ltd, 2023) Kilinc, Ali Cagatay; Ozdemir, Nedim; Polatcan, Mahmut; Savas, Gokhan; Dolapci, Erhan
    This study aimed to identify schools' motivational climate profiles and tested how each profile moderates the linkage of transformational leadership with teacher commitment and alienation. Gathering data from 1193 teachers working in 103 schools in Turkiye, we employed multilevel moderation with a latent class variable to estimate the structural links between our variables. The study offered nuanced evidence to the literature by suggesting that sampled schools were categorised under two profiles as high performance and high mastery school climate in terms of their prevalent motivational climate. Our results also provided evidence of the significant moderator role of the school-level profiles on the effect of transformational leadership. Our study suggests that transformational leaders might be more effective in promoting teachers' collective sense of commitment and eliminating their sense of alienation in schools where a performance-oriented climate is fostered. Key implications for policy and practice around the contextualised nature of school leadership are discussed in this study.
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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.