We experience some rapid and unexpected changes especially within the incoherent and asunder school policies and implementations that are unsuitable for the demands and expectations of school stakeholders. Furthermore, the internal and other external obstacles and non-ideal situations such as lack of resources, negative school climate, less motivation, organizational conflicts, cultural matters, depersonalization, or resist to change surround the schools today. All these tend to produce serious organizational stress and turn into organizational viruses at the school level. Exploring the non-ideal situations affecting today schools, the present study conceptualizes a resilient leadership model with reference to the school system in the face of chaos and complexity. Although describing the resilient leaders seems difficult we can say that resilient leaders do not seek pretext for struggling against difficulties, and when non-ideal situations occur they can shake but stand up. Such leaders that we expect like a tree which can withstand a storm run in downpour, like a dam which can hinder strong waves, or like a flower which can blossom in the snow. They may not be superman or supergirl but at least they are mentally, emotionally, socially, ethically, and physically strong humans who beat the odds. In turn, resilient leadership can be defined as displaying high level of endeavor to overcome the both internal and external obstacles that the organization faces, and generating different solutions despite the fact that many non-ideal situations affect the organization. At the end of the study, in the face of such situations, some potential characteristics of the resilient school leaders are suggested.

When investigating the literature, it seems that little attention has been paid to what kind of leadership is needed for improving teacher effectiveness in terms of focusing on the obstacles that teachers face. Therefore, this study aims mainly to explore the obstacles that hinder the teachers when they do best in terms of receiving autonomy, becoming innovative, continually teaching and learning, focusing on educational quality, committing to the organization; and what kind of leadership can be performed to cope with the obstacles. On the basis of the qualitative approach, this study was conducted through two focus groups with 24 prospective students and the content analysis of the open questionnaires answered by 14 teacher participants. At the end of the study, the author of this study developed a practical and thematic leadership model for unblocking the obstacles for effectiveness of teachers. Based on this process, the model suggested that unblocking leaders should make teachers innovative and autonomous, create continually teaching and learning culture, focus on educational quality, and approach to increase organizational commitment of teachers.

No abstract

No abstract

In this study, the question "According to PISA 2009 data, what is the situation of the school policies and practices at upper secondary schools in Turkey?" was answered. Study group included 150 principals at upper secondary schools, which were taken into PISA 2009 Turkey sample. The data related to school policies and practices used in this study were derived from OECD database of which were the responses of school principals to the questions placed in the part F of the PISA 2009 school questionnaire. The dimensions of study are as follows: The considered factors in admitting students to school; grouping students; the reasons for transferring students; using assessment of student data in declaration/transparency and monitoring-developing; the methods for monitoring the practice of teachers; using assessment of student data in evaluation of teachers' and principal's performance. Using data from the PISA 2009, the findings suggest that equity is not taken sufficiently into account for school policies and practices, and administrative accountability is used predominantly rather than professional accountability.