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Collective teacher efficacy as a mediator in the relationship between instructional leadership and teacher commitment
(Taylor & Francis Ltd, 2022) Cansoy, Ramazan; Parlar, Hanifi; Polatcan, Mahmut
Empirical research advocates that the instructional leadership behaviors of school principals affect teachers' collaboration, professional motivation and commitment. This study, conducted in Istanbul province of Turkey, focused on the mediating role of collective teacher efficacy with regard to the relationship between school principals' instructional leadership behaviors and teacher commitment. The sample consisted of 247 teachers and the study adopted the survey method. The results of multiple regression analysis displayed that school principals' instructional leadership behaviors could predict teacher commitment; thus, the collective teacher efficacy was found to be a mediator. More specifically, it was found that school principals' instructional leadership behaviors increased collaboration between teachers, which contributed to their commitment to school. Finally, the results were discussed and a number of suggestions were made for researchers and practitioners.
Cultivating teacher innovativeness through transformational leadership and teacher agency in schools: the moderating role of teacher trust
(Emerald Group Publishing Ltd, 2024) Polatcan, Mahmut; Ozkan, Pinar; Bellibas, Mehmet Sukru
PurposeThis paper explores the relationship between transformational principal leadership and individual teacher innovativeness, considering the mediating role of teacher agency (TA) and the moderating role of teacher trust (TT).Design/methodology/approachWe employed structural equation modeling (SEM) using survey data collected from 676 teachers at 25 schools in Turkey.FindingsThe results indicated no direct correlation between transformational leadership (TL) and teacher innovativeness but revealed a significant and positive association between TL and teachers' agency, as well as between teachers' agency and innovativeness, suggesting that TA fully mediates the association between TL and teacher innovativeness. Additionally, teachers' trust positively influenced the link between principal leadership and teachers' innovativeness, with the impact of TL on teachers' innovativeness being stronger when trust levels were higher.Research limitations/implicationsThis study contributes to the literature, providing an understanding of the mechanisms through which leadership can exert an influence on teacher innovativeness.Practical implicationsThis study also suggests that the strength of the influence is likely to vary under different circumstances. Trust among teachers appears to play a key role in the effect of school leadership on teachers, particularly when aiming to support and sustain innovativeness.Social implicationsTrust-based relationships within a school are essential for school principals to influence innovative practices. We conclude that, in the absence of trust as a key component of school climate, achieving a comprehensive understanding of the role of school leadership in fostering teacher innovativeness seems unattainable.Originality/valueThis paper expands existing knowledge regarding the effect of TL in leading teacher innovativeness by indicating the indispensable role of TA and trust.
A cultural lens to school leadership effects on teacher instructional practices: The mediation of teacher collective efficacy and the moderation of uncertainty avoidance
(Sage Publications Ltd, 2023) Ozdemir, Servet; Sezgin, Ferudun; Kilinc, Ali Cagatay; Polatcan, Mahmut
This study explores how and under what boundary conditions school leadership influences teachers' instructional practices in Turkey. Using survey data from a sample of 928 teachers in 87 middle and high schools, the present study tested a moderated mediation model of school leadership's effects on teacher instructional practices, with teacher collective efficacy as the mediator and uncertainty avoidance perceptions of teachers as the moderator. We performed a multilevel structural equation modeling with Bayesian estimation to examine the relationships between our constructs. The results showed significant indirect effects of school leadership on teacher instructional practices with the significant mediator role of teacher collective efficacy. However, the distinct contribution of this study lies in exploring the moderator role of uncertainty avoidance on the effect of school leadership on teacher instructional practices through teacher collective efficacy. Our results enhance the field's understanding of how and to what extent cultural aspects of any given society shape the effects of school leadership practices on teaching.
Developments in Transformational School Leadership Research: A Systematic Review
(Ani Publishing, 2020) Kilic, Ali Cagatay; Polatcan, Mahmut; Yaldiz, Tuba
The purpose of this study is to outline the nature of empirical base on transformational leadership in Turkey. The present study included a total of 109 graduate theses conducted on school principals' transformational leadership behaviors between 2000 and 2019 and released in the Council of Higher Education's (CoHE) database. Results revealed that an important body of research investigated the relationship between transformational leadership and job satisfaction and organizational commitment. Authors' suggestions to policymakers and practitioners were often about enabling further in-service training activities and providing school principals with various opportunities to study for a master's degree. Suggestions from quantitative studies echoed the need for conducting relevant studies on different samples and expanding qualitative studies to inquiry into transformational leadership. Results, therefore, mirrored the fact that the empirical base on transformational leadership is lacking in terms of mediator and moderator effects of various variables along with the antecedents and results of transformational leadership.
Developments in transformational school leadership research: a systematic review
(2020) Kılınç, Ali Çagatay; Polatcan, Mahmut; Yaldız, Tuba
The purpose of this study is to outline the nature of empirical base on transformational leadership in Turkey. The present study included a total of 109 graduate theses conducted on school principals’ transformational leadership behaviors between 2000 and 2019 and released in the Council of Higher Education’s (CoHE) database. Results revealed that an important body of research investigatedtherelationshipbetweentransformationalleadershipandjobsatisfactionand organizational commitment. Authors’ suggestions to policymakers and practitioners were often about enablingfurtherin-servicetrainingactivitiesandprovidingschoolprincipalswithvarious opportunities to study for a master's degree. Suggestions from quantitative studies echoed the need for conducting relevant studies on different samples and expanding qualitative studies to inquiry into transformationalleadership.Results,therefore,mirroredthefactthattheempiricalbaseon transformational leadership is lacking in terms of mediator and moderator effects of various variables along with the antecedents and results of transformational leadership.
Does distributed leadership improve teacher agency? Exploring the mediating effect of teacher reflection
(Sage Publications Ltd, 2022) Hilal, Yara Yasser; Hammad, Waheed; Polatcan, Mahmut
The manner in which perceived principal distributed leadership affects teachers' professional agency remains ambiguous in Oman. The study aimed to explore the effect of distributed leadership on teacher agency through teacher reflection. In the cross-sectional study, survey data were gathered from 1095 teachers in 58 middle and secondary schools in Muscat, Oman. Structural equation modelling and bootstrapping were used to analyse the data. Data analysis revealed that distributed leadership elicited significant direct and indirect effects on teacher agency, with teacher reflection playing a partial mediating role in this relationship. These results contribute to an existing body of research that confirms the relationship between principal leadership and teacher agency and highlights the importance of reflection in shaping this relationship. Moreover, these results could provide cultural evidence for theoretical implications and offer evidence-based guidance to policymakers and principals to promote teacher agency.
An evaluation of school principals’ instructional leadership behaviours from the perspective of teachers
(2018) Cansoy, Ramazan; Polatcan, Mahmut; Kılınç, Ali Çagatay
The primary aim of this study was to evaluate school principals’ instructional leadership behaviours based onteachers’ views. The instructional leadership model developed by Hallinger and Murphy (1985) was used, andthe phenomenological design of qualitative research was employed. The participants were 16 teachers workingat public schools in Turkey. The data were analysed using content analysis technique. The results showed thatschool principals performed well in some of the areas determined by Hallinger and Murphy while performingweakly in other areas. They performed strong behaviours in conveying the objectives of the school, organisingthe curriculum, being available, preserving the time allocated to instruction, appreciating teachers’ success andmonitoring student development. However, they were reported to show a weak performance in determining theschool objectives, improving the curriculum, contributing to teachers’ professional development and followingstudent learning. Based on the results, it can be suggested that policy-makers should create favourable conditionsfor school principals to act more independently in curriculum development. Moreover, school principals shouldmake an effort to ensure teachers’ professional development and form a school culture that would strengthenprofessional cooperation among teachers. Above all, school principals’ knowledge and expertise regarding instructionalleadership can be enhanced by means of in-service training programs.
Examining Empirical Studies on Teacher Burnout: A Systematic Review
(Hacettepe Univ, 2020) Polatcan, Mahmut; Cansoy, Ramazan; Kilinc, Ali Cagatay
The purpose of this study was to examine the empirical studies on teacher burnout between 2000-2017. This study was designed as a systematic review examining 33 studies included in EBSCO, ERIC, SCOPUS and ULAKBIM databases and conducted in the Turkish context. The results revealed that a set of organizational and individual variables were associated with teacher burnout. The individual variables related to teacher burnout were self-efficacy beliefs, positive feelings and views, excessive control or suppression of feelings and views, a personality type prone to emotional imbalance, high level of external locus of control, having unrealistic expectations about education and school, monitoring teacher behaviours, and age. Organizational variables were job satisfaction, perceived administrative support, an environment of cooperation, support and trust, deviant student behaviours, and school climate. In this regard, the results of the study showed that teacher burnout was a construct associated with a set of both individual and organizational variables.
Examining studies on the factors predicting teachers' job satisfaction: a systematic review
(2019) Polatcan, Mahmut; Cansoy, Ramazan
This study focuses on the factors that predict teachers' job satisfaction. Twenty-seven out of206 studies were examined based on various criteria. The studies were synthesised inaccordance with systematic review methods. The studies that investigated teachers' jobsatisfaction and were conducted in the Turkish context were retrieved from WOS, ERIC,SCOPUS and ULAKBİM databases, and then the selected studies were analysed. In theanalyses, themes and subthemes related to the predictive variables were formed. As a result,three themes that positively predicted teachers' job satisfaction were highlighted. These themeswere administrators' behaviours, individual variables and organisational variables. The resultsshowed that a strong school culture in which support, trust, justice and communication areestablished is a decisive factor in ensuring teachers' job satisfaction. Additionally, teachers'beliefs in their professional competence and having psychological well-being were found to beimportant factors for their job satisfaction.
An exploration of the relationship between distributed leadership, teacher agency, and professional learning in Turkey
(Routledge Journals, Taylor & Francis Ltd, 2024) Polatcan, Mahmut
This paper investigates how professional learning of teachers might be improved by two key factors: distributed leadership and teacher agency. Designed as a cross-sectional survey, this study used data from a total of 283 teachers working in a mix of public primary, secondary, and high schools across nine provinces in the eastern, central, and western regions of Turkey. The results showed a very small direct relationship between distributed leadership and teacher professional learning, while teacher agency played a significant mediation role with a moderate effect size. These results extend prior research by providing evidence that distributed leadership may not have a large direct influence on teacher learning; instead, its influence is rather indirect through improving teachers' sense of agency.
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.
Exploring the association between distributed leadership and student achievement: the mediation role of teacher professional practices and teacher self-efficacy
(Routledge Journals, Taylor & Francis Ltd, 2023) Kilinc, Ali Cagatay; Polatcan, Mahmut; Cepni, Osman
This study explores how distributed leadership influences student reading achievement in Turkish high schools, with the mediating role of teacher professional practices and self-efficacy. After assembling school- and student-level data from the datasets of The Program for International Student Assessment (PISA) 2018 and The Teaching and Learning International Survey (TALIS) 2018, we conducted a multilevel structural equation model (MSEM) using the estimation method of Maximum Likelihood to analyse the structural links among our variables. The results revealed that distributed leadership had a significant indirect association with student reading achievement via teacher professional practices and teacher self-efficacy. This study adds nuance to the literature by indicating that distributed leadership can make a difference in student achievement by promoting teachers' engagement in professional practices and their self-efficacy.
How transformational leadership influences teachers' commitment and innovative practices: Understanding the moderating role of trust in principal
(Sage Publications Ltd, 2024) Kilinc, Ali Cagatay; Polatcan, Mahmut; Savas, Gokhan; Er, Emre
This study tested a moderated mediation model of transformational leadership's effects on teacher innovative practices, with teacher commitment as mediator and trust in principal as moderator. Implementing a cross-sectional survey design and using data from 611 teachers working in 56 schools in Turkey, we employed multilevel structural equation modelling with Bayesian estimation to estimate the structural links between our variables. The results provided evidence of the indirect effects of transformational leadership on teacher innovative practices through the significant mediator role of teacher commitment. We also found evidence that trust in principal acted as a significant moderator of the indirect effect of transformational leadership on teacher innovative practice through teacher commitment. This study adds nuanced evidence to the global literature by concluding that the effect of transformational leadership on teacher commitment and innovative practice is contingent upon the extent to which teachers trust their principals. We conclude with key implications for policy and practice.
The Influence of Leadership Self- efficacy on College Students' Leadership Practice: The Mediating Role of Motivation to Lead
(Hipatia Press, 2023) Polatcan, Mahmut
Leadership research show that important leadership antecedents such as leadership self efficacy and motivation to lead have a significant impact on the development of leadership behaviors of individuals. This study investigated the associations between leadership self efficacy, motivation to lead and leadership practices that influence the leadership behaviours of higher education students. In the study in which the cross-sectional research design, the sample comprised 545 undergraduates from Turkey. The results showed that increasing student leadership self-efficacy beliefs directly affected leadership practices. Also, in research found the motivation to lead to having an important partially mediated role in the relationship between student self-efficacy beliefs and leadership practices. This study contributes to the existing body of international knowledge on school leadership research by concluding that the effect of leadership self-efficacy and students' motivation to lead on student practices. As a result, in study propose that educational activities aimed at enhancing undergraduate students' leadership self-efficacy and motivation to lead include elements that concentrate on developing students' leadership self-efficacy and motivation to lead. Implications for policy, practice and research are discussed.
Investigating links between teacher leadership, collective efficacy and teacher commitment in Egyptian schools: a mediated-effects analysis
(Emerald Group Publishing Ltd, 2024) Hammad, Waheed; Polatcan, Mahmut; Morad, Hosam
PurposeResearch investigating the impact of school leadership on teachers' emotions and practices has mostly focused on the leadership behaviors of school principals, thus ignoring the potential leadership qualities of other school members, especially teachers. The current study aimed to bridge this gap by providing further insight into the link between teacher leadership and teacher outcomes in Egyptian schools. Specifically, the study examined the mediating role of collective teacher efficacy in the relationship between teacher leadership and teacher commitment.Design/methodology/approachThe study employed structural equation modeling and bootstrapping to analyze survey data collected from 497 teachers in primary and middle schools in Damietta city, Egypt.FindingsThe results supported our proposition that teachers' leadership practices have more indirect than direct effects on teacher commitment through collective teacher efficacy. That is, teacher leadership practices positively affect teachers' efficacy beliefs, which, in turn, increase their sense of commitment to school.Originality/valueThe study adds a new aspect to the literature by investigating the potential role of teacher leadership in promoting positive teacher attitudes that can have a positive impact on student learning. This is significant given the growing emphasis that educational systems place on enhancing school effectiveness. Specifically, understanding the factors that contribute to teacher commitment can inform strategies for retaining effective teachers and improving the overall quality of the teaching workforce. Additionally, since most of the empirical research on teacher leadership has been produced in Western contexts, it is important to enrich the field with studies conducted in other societies, especially in the Arab region.
Investigating the association between principal learning-centred leadership and teacher instructional practices: the mediating roles of teacher self-efficacy and collective teacher efficacy
(Routledge Journals, Taylor & Francis Ltd, 2023) Kilinc, Ali cagatay; Polatcan, Mahmut; Erdogan, Onur; Sezgin, Ferudun; Ozdemir, Servet
The purpose of the current study was to investigate the relationship between principal learning-centred leadership and teacher instructional practices, with the mediating role of teacher self-efficacy and collective teacher efficacy. Drawing data from a sample of 1219 teachers in secondary and high schools in Turkey, this study employed a cross-sectional survey design. Confirmatory factor analysis and structural equation modelling were conducted to analyse the data. The findings provided evidence of a small direct association between learning-centred leadership and teacher instructional practices and an indirect relationship mediated by teacher self-efficacy and collective teacher efficacy. Drawing on empirical data from a developing non-Western context, our results contribute nuance to the global knowledge base by confirming the positive and direct link between learning-centred leadership and teacher practices. Our results also underscore the significant mediating role of teacher self-efficacy and collective teacher efficacy between these two constructs. We discuss the implications for policymakers and practitioners.
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.
Learning-centred leadership and change in teacher practice in Turkey: exploring the mediating effects of collaboration
(Routledge Journals, Taylor & Francis Ltd, 2022) Kilinc, Ali Cagatay; Bellibas, Mehmet Sukru; Polatcan, Mahmut
The purpose of the present study was to examine the effect of learning-centered leadership practices of school principals on the change in teachers' instructional practices, as well as the mediating role of teacher collaboration. A cross-sectional survey method was employed. Confirmatory factor analysis and structural equation modelling were used to analyse the data gathered from 447 teachers working at public schools from 15 provinces in Turkey. Results indicated significant positive relationships among the variables in the model. Learning-centered leadership had a direct effect on the change in teacher practices and an indirect effect through teacher collaboration. Moderate direct and indirect effects of learning-centered leadership were evident in the changes observed in teacher practice. This study contributes to the growing body of scholarship that has established a positive association between school leadership and teacher practice, and further reaffirmed the importance of building a school environment in which collaboration among colleagues is promoted and sustained.
Liderlik etme motivasyonu ölçeğinin türk kültürüne uyarlanması
(2020) Polatcan, Mahmut; Cansoy, Ramazan
Bu araştırmada Chan ve Drasgow (2001) tarafından geliştirilen LiderlikEtme Motivasyonu Ölçeği Türk kültürüne uyarlanmıştır. Araştırmaya 387üniversite öğrencisi katılmıştır. Uyarlama sürecinde ölçeğin dil ve kapsamgeçerliği, Türkçe’ ye çeviri, Açımlayıcı Faktör Analizi ve Doğrulayıcı FaktörAnalizleri, güvenirlik, madde toplam puan korelasyonları ve ayırtedicilikleri incelenmiştir. Açımlayıcı Faktör Analizi ile elde edilen 3 faktörlüyapı, farklı bir grup üzerinde yeniden incelenmiş ve Doğrulayıcı FaktörAnalizi ile doğrulanmıştır. Sonuçta ölçeğin orijinal formu ile tutarlı olan 3faktörlü bir yapı elde edilmiştir. Bu faktörler duyuşsal-kimlik liderlik etmemotivasyonu, sosyal-normatif liderlik etme motivasyonu ve çıkarsız liderliketme motivasyonudur. 25 maddeden oluşan ölçeğin faktörlerine aitCronbach’s alpha değerleri .89 ile .92 arasında ve tüm ölçek için ise .95olarak bulunmuştur. Bu kapsamda Liderlik Etme Motivasyonu Ölçeğininbireylerin liderlik etme motivasyon düzeylerini ölçmede kullanılabilecekgeçerli ve güvenilir bir ölçme aracı olduğu tespit edilmiştir
Linking instructional leadership to teacher practices: The mediating effect of shared practice and agency in learning effectiveness
(Sage Publications Ltd, 2022) Bellibas, Mehmet Sukru; Polatcan, Mahmut; Kilinc, Ali cagatay
This paper examines the effects of instructional leadership on the change in teachers' classroom practices, with the mediating role of shared practice and learning effectiveness. The study employed a cross-sectional survey design, using quantitative methods. Confirmatory factor analysis and structural equation modeling were used to analyze the data collected from 350 teachers in primary and secondary schools in various provinces of Turkey. The results provided evidence consistent with the previous research from western English-speaking societies, suggesting an indirect relationship between leadership and teachers' instructional practices with the full mediation roles of shared practices among teachers and their sense of agency in learning effectiveness. This work concludes that teacher learning and collaborative practices among teachers, influenced by principals' instructional practices, can facilitate a significant change in several diverse components of classroom instruction, such as the quality of grouping, questions, homework, instructional strategies and differentiated practices.

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