Does distributed leadership matter for student achievement? Evidence from a centralised education system

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dc.authoridKilinc, Ali Cagatay/0000-0001-9472-578X
dc.contributor.authorKilinc, Ali Cagatay
dc.contributor.authorOzdemir, Nedim
dc.date.accessioned2024-09-29T16:02:42Z
dc.date.available2024-09-29T16:02:42Z
dc.date.issued2022
dc.departmentKarabük Üniversitesien_US
dc.description.abstractThis 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.en_US
dc.identifier.doi10.1080/03055698.2022.2117543
dc.identifier.issn0305-5698
dc.identifier.issn1465-3400
dc.identifier.scopus2-s2.0-85137037380en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.urihttps://doi.org/10.1080/03055698.2022.2117543
dc.identifier.urihttps://hdl.handle.net/20.500.14619/5662
dc.identifier.wosWOS:000847772900001en_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.ispartofEducational Studiesen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectdistributed leadershipen_US
dc.subjectteacher job satisfactionen_US
dc.subjectdisciplinary climate in the classroomen_US
dc.subjectstudent reading achievementen_US
dc.titleDoes distributed leadership matter for student achievement? Evidence from a centralised education systemen_US
dc.typeArticleen_US

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