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Bu araştırmanın amacı, COVICOVIDD-19 sürecinde okul müdürlerinin teknolojik liderlik davranışlarını ortaya koymaktır. Araştırma, var olan bir durumu ortaya koymayı amaçlayan betimsel bir çalışmadır. Araştırmanın çalışma grubunu, 2019-2020 eğitim-öğretim yılında Zonguldak il merkezi ile, Devrek ve Ereğli ilçelerinde ilkokul, ortaokul ve liselerde görev yapan 13 okul müdürü oluşturmaktadır. Araştırmada veri toplama aracı olarak araştırmacı tarafından geliştirilen yarı yapılandırılmış görüşme formu kullanılmıştır. Araştırma verileri, okul müdürleriyle yapılan yüz yüze görüşmelerle toplanmıştır. Verilerin analizinde, nitel araştırma yöntemlerinden içerik analizi tekniği kullanılmıştır. Araştırmanın bulguları, okul müdürlerinin COVID 19 sürecinde, eğitim teknolojileri yoluyla uzaktan eğitimi yönetirken müfredatın devamını sağlamayı, öğrencilerin okuldan kopmamalarını sağlamayı ve öğretmenlerin teknoloji konusunda mesleki gelişimlerini desteklemeyi amaçladıklarını göstermektedir. Araştırma bulguları ayrıca okul müdürlerinin, öğrencilerin teknolojik kaynaklara erişiminde eşitliği sağlamak için evinde interneti olmayan öğrencilere basılı kaynaklar sağladığını, teknolojik araç gereç temin ettiklerini, EBA kullanımı konusunda destek sağladıklarını göstermektedir.

This study investigated the relationship between principal job satisfaction, distributed leadership, teacher-student relationships, and student reading achievement in Turkey. Using school- and teacher-level data from the PISA 2018 and TALIS 2018, we conducted a mediated-effect with antecedent effect model, in which the construct of teacher-student relationships was proposed as the mediator of the effects of distributed leadership on student achievement, while principal job satisfaction was included as the antecedent of distributed leadership. The results confirmed the indirect effect of distributed leadership on student achievement through teacher-student relationships. We also found that principal job satisfaction exercised a positive and significant effect on the enactment of distributed leadership practices. This study adds evidence to the international literature suggesting that principal job satisfaction is an important mechanism for distributed leadership practices and that the execution of such practices improves student achievement by promoting teacher-student relationships. Implications for policy, practice, and research are discussed.

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.

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 Türkiye'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.