Exploring Teachers' Instructional Practice Profiles: Do Distributed Leadership and Teacher Collaboration Make a Difference?

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dc.authoridBellibas, Mehmet Sukru/0000-0003-1281-4493
dc.authoridPolatcan, Mahmut/0000-0002-5181-0316
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.authorPolatcan, Mahmut
dc.contributor.authorTuran, Selcuk
dc.contributor.authorBellibas, Mehmet Suekrue
dc.date.accessioned2024-09-29T16:04:55Z
dc.date.available2024-09-29T16:04:55Z
dc.date.issued2023
dc.departmentKarabük Üniversitesien_US
dc.description.abstractPurpose: 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.en_US
dc.identifier.doi10.1177/0013161X231159092
dc.identifier.endpage305en_US
dc.identifier.issn0013-161X
dc.identifier.issn1552-3519
dc.identifier.issue2en_US
dc.identifier.scopus2-s2.0-85149477601en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage255en_US
dc.identifier.urihttps://doi.org/10.1177/0013161X231159092
dc.identifier.urihttps://hdl.handle.net/20.500.14619/6403
dc.identifier.volume59en_US
dc.identifier.wosWOS:000940731400001en_US
dc.identifier.wosqualityQ1en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherSage Publications Incen_US
dc.relation.ispartofEducational Administration Quarterlyen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectlatent profiles of instructional practicesen_US
dc.subjectdistributed leadershipen_US
dc.subjectteacher collaborationen_US
dc.subjectmultilevel latent profile analysisen_US
dc.subjectTALISen_US
dc.titleExploring Teachers' Instructional Practice Profiles: Do Distributed Leadership and Teacher Collaboration Make a Difference?en_US
dc.typeArticleen_US

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