Instructional leadership, power distance, teacher enthusiasm, and differentiated instruction in Turkey: testing a multilevel moderated mediation model

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dc.authoridTURAN, SELCUK/0000-0003-2234-6494
dc.authoridKilinc, Ali Cagatay/0000-0001-9472-578X
dc.contributor.authorOzdemir, Nedim
dc.contributor.authorKilinc, Ali Cagatay
dc.contributor.authorTuran, Selcuk
dc.date.accessioned2024-09-29T16:02:40Z
dc.date.available2024-09-29T16:02:40Z
dc.date.issued2023
dc.departmentKarabük Üniversitesien_US
dc.description.abstractThis 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.en_US
dc.identifier.doi10.1080/02188791.2022.2084361
dc.identifier.endpage928en_US
dc.identifier.issn0218-8791
dc.identifier.issn1742-6855
dc.identifier.issue3en_US
dc.identifier.scopus2-s2.0-85131541944en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.startpage912en_US
dc.identifier.urihttps://doi.org/10.1080/02188791.2022.2084361
dc.identifier.urihttps://hdl.handle.net/20.500.14619/5635
dc.identifier.volume43en_US
dc.identifier.wosWOS:000805684700001en_US
dc.identifier.wosqualityQ3en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherRoutledge Journals, Taylor & Francis Ltden_US
dc.relation.ispartofAsia Pacific Journal of Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectInstructional leadershipen_US
dc.subjectpower distanceen_US
dc.subjectteacher enthusiasmen_US
dc.subjectdifferentiated instructionen_US
dc.subjectsecondary schoolsen_US
dc.titleInstructional leadership, power distance, teacher enthusiasm, and differentiated instruction in Turkey: testing a multilevel moderated mediation modelen_US
dc.typeArticleen_US

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