Search

Aim: While integrated leadership has received significant scholarly attention in the past decade, most existing research in this vein has focused on its impact on student achievement and often dismissed how it might be related to instructional practices, which are at the center of many school reforms. In this research, we examined the relationship between integrated leadership and teacher professional learning and teacher practices in Turkey, where educational policy makers have recently introduced several school reform initiatives. More specifically, we aimed to examine the moderating function of transformational leadership in the relationship between instructional leadership and teacher practices, with an emphasis on the mediating role of teacher professional learning. Research Design: We conducted this study with a cross-sectional design and moderated mediation model. Data collected from 616 teachers working in a mix of primary and secondary schools in Turkey were analyzed using structural equation modeling and bootstrapping tests. Findings: We found evidence that transformational leadership acted as a moderator of the indirect effect of principal instructional leadership on teachers' instructional practices through teacher professional learning. Implications: This study adds to the accumulated body of knowledge on the effects of school leadership by concluding that the effect of instructional leadership on teacher learning and practice is contingent upon the extent to which principals enact transformational leadership. School principals who adopt a more comprehensive leadership approach that combines instructional leadership and transformational leadership practices can maximize their effects on student achievement through teacher learning, and better address the ever-growing demands of educational reforms. [ABSTRACT FROM AUTHOR]

Tbe present study investigated school principals' views on students' development of academic skills. Tbe study adopted pbenomenolog, wbicb is a qualitative research strateg, as tbe research destgn. Tbe data collected from participants bave been analyKed botb inductivefy and deductively. Two main themes (school administrative and centralised practices and regulations) and 12 sub-themes emetzed from tbe analsis. Witb limitations in mind, principals' leadership skills, tbe synergy in schools, tbe efectiveness of tbe discipline gstem in schools, parents' level of interests in and visits to schools and tbe qualiibi of sucb visits, tbe student and parent profiles', and tbe educational policies of tbe Turkish Ministly of National Education bave been found to be among tbe factors afecting schools' levels of academic success. Tbe complex nature of schools not on# causes diferentiation among tbeir aims and practices but also decreases tbe significance of comparing their success rates. [ABSTRACT FROM AUTHOR]

This study aimed to investigate the relationship between transformational school leadership and ethical climate. The participants were 764 teachers in 50 elementary schools in Nigde during the 2008/2009 academic year. Two distinct instruments were used in this study. The Principal Leadership Style Inventory developed by Leithwood and Jantzi (1991) was used for determining principals' transformational leadership style and the Ethical Climate Questionnaire developed by Victor and Cullen (1988) was used to determine the ethical climate. Pearson product correlation coefficient and simple regression techniques were used for data analysis. Results showed that principals carried out fostering group goals the highest and holding high performance expectations the lowest among transformational leadership dimensions. Elementary schools had caring at the highest level and instrumental at the lowest level as ethical climate types. All dimensions of transformational leadership were positively related to caring, law and code, and rules ethical climate types. The highest relationship was found between all dimensions of transformational leadership and caring ethical climate type. Instrumental ethical climate was negatively related to providing vision or inspiration, models behavior, fostering group goals, providing support and providing intellectual stimulation. Instrumental was not significantly related holding high performance expectations. The highest negative relationship was found between instrumental and providing support, models behavior. Independence ethical climate was positively related to providing support, intellectual stimulation and holding high performance expectations. Independence was not significantly associated with providing vision or inspiration, models behavior and fostering group goals. School transformational leadership was a significant predict of ethical climate. A simple regression analysis showed that approximately 40% of the total variance pertaining to ethical climate can be explained by transformational leadership behaviors. [ABSTRACT FROM AUTHOR]

Producing good quality service has been come obligation more than necessity for educational organizations in the world which in globalization process more and more. In this process Transformational structure of leadership in organizations that aimed quality, has been changed towards transformational concept. This study was realized in National Education Ministry/ Research and Development Department (Ankara) and Eskişehir şehit Ali Gaffar Okkan Primary School which awarded with National Quality Prizes. It was dialed with to measure transformational and transactional leadership levels of educational managers according to their own perception and their followers in publish organizations that they awarded. Additionally It has been interested in managerial figures that designate organizational success in respect of not only mangers but also subordinates. Findings indicate that provinces educational organizations? leadership levels higher than central organization transformational leadership behaviors in Ministry of National Education. Managers that on duty in central organizations posses transactional leadership behaviors more than provinces organizations? educational managers. Findings also put forward that consciousness levels of provinces organization managers about total quality management higher than main organization managers. Furthermore public educational managers behaviors effected by general and structural problems of public. [ABSTRACT FROM AUTHOR]