Part 3: Key Competencies and School ManagementInternational audienceIn today’s world of technology, integration of Information and Communication Technologies (ICT) into education has become crucial. However, without teachers’ genuine efforts, it does not seem possible to effectively integrate technology in classroom practice. Teachers’ positive attitude towards educational technologies is considered to be essential for the integration of technology into teaching and learning. Research has also shown that principals’ technology leadership could be correlated with teachers’ integration of educational technology into classroom teaching. This study aims to explore the effect of secondary school principals’ technological leadership on teachers’ attitude towards educational technology. Data regarding principals’ technology leadership were collected using the “Technology Leadership Scale” developed by Sincar in 2009, and data regarding teachers’ attitudes towards educational technology were collected using the “Attitude Towards Educational Technology Scale” developed by Pala in 2006. The statistical analysis has revealed that principals’ technological leadership had little effect on teachers’ positive attitude towards the use of educational technologies and did not have a significant effect on their negative attitude

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Academic self-efficacy, academic amotivation, attitude toward the teaching profession, and classroom management anxiety are four of the most significant factors for both teacher training and performance because these psychological and behavioral constructs are first developed during the initial training, and reflect on the actual teaching quality of teachers. Therefore, investigation into their development and relationships, particularly with regard to prospective teachers, is significant both for the theory and practice of teaching. Hence, the current study aims to explore the casual relationships between these variables with a sample of prospective mathematics teachers, using the structural equation modelling (SEM). The participants were selected using simple random sampling method from prospective mathematics teachers studying at educational faculties of seven universities in different regions of Turkey. The data were collected using the academic amotivation scale, academic self-efficacy scale, attitude toward the teaching profession scale, classroom management anxiety scale, and a personal information form developed by the researchers. Data obtained from 581 participants were analyzed using path analysis. The findings showed that prospective mathematics teachers had a positive attitude toward the profession, and were eager to teach. Their academic self-efficacy predicted their attitude toward the teaching profession. Similarly, prospective mathematics teachers’ attitude toward the teaching profession correlated negatively with their academic amotivation. In other words, as prospective mathematics teachers’ attitude scores toward the profession increased, their academic amotivation scores decreased. However, prospective mathematics teachers had a high level of classroom management anxiety. Interestingly, prospective mathematics teachers with a positive attitude toward the profession experienced higher levels of classroom management anxiety. The findings mostly supported previous results in the literature. Implications were suggested both for teacher training and practice of quality teaching. MSC: 97B50

Distributed leadership (DL) has currently generated significant interest among researchers considering that schools have become too complex to be led by a single leader, and school leadership activity is already distributed in nature. Numerous studies have contributed to this knowledge base through empirical and conceptual investigations. Our study aims to demonstrate the bibliometric performance, intellectual architecture, and strategic themes of this field, with a particular focus on DL in schools. Our dataset includes 221 articles published between 2002 and 2021 on the Web of Science (WoS) database. Science mapping analysis was conducted using SciMAT to map the conceptual structure and thematic evolution of the research field, and applied for three consecutive periods so as to be able to compare/contrast the changing thematic trends. Bibliometric performance analysis was also employed in order to determine the distribution of related publications by years, the number of accumulated publications, the average number of citations per article, and the most productive/cited authors and journals. The results indicated that research on DL in schools has grown substantially over the past decade, and that the thematic structure has fundamentally evolved from school improvement/effectiveness and commitment to teachers and instructional leadership, innovation, and capacity-building in schools.

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