School culture as the predictor of teacher leadership

Kara, Mevlüt

doi:10.29329/jirte.2022.464.10

Cited by 2 publications

(4 citation statements)

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“…The reason for the positive effect of an adhocracy culture on teacher leadership is that it can guide formal and informal discussions among members to develop their innovative ideas and enhance their ability to innovate (Iranmanesh et al, 2021). When teachers perceive a creative and democratic school organization culture, it helps to promote the development of teacher leadership (Kara, 2022) and motivates them to improve (Riveras-León & Tomà s-Folch, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…For example, Wallach (1983) proposes a hierarchical, innovative, and supportive cultures, while Cameron and Quinn (2011) posit clan, adhocracy, hierarchical, and market cultures. Cansoy and Parlar (2017) and Kara (2022) assume four different categories in their work: support, success, task, and hierarchical cultures. The four organizational cultures of Cameron and Quinn (2011) are the most representative and widely used based on the competing values framework (CVF) (Fralinger & Olson, 2007;Kaufman, 2013;Sousa et al, 2022), and they have been extensively studied in relation to the educational system, especially in terms of perceived university governance (Berkemeyer et al, 2015;Lacatus, 2013;Lejeune & Vas, 2009;Berkemeyer et al, 2015).…”

Section: Schools' Organizational Culturementioning

confidence: 99%

“…A school's organizational culture is one of the many factors that affect the leadership of university teachers (Lesinger et al, 2016;Mangin, 2005;Öztürk & Şahin, 2020;Theingi & Ye, 2022;Yusof et al, 2016). Cansoy and Parlar (2017) and Kara (2022) explored the relationship between different organizational cultures in schools and teacher leadership, finding that support-oriented culture, success-oriented culture, task-oriented culture, and bureaucratic culture all have significant impacts on teacher leadership. Silva et al (2000) point out that teachers can only become leaders in a school when the school culture is clearly committed to supporting them.…”

Section: Introductionmentioning

confidence: 99%

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Effect of School Organizational Culture on Teacher Leadership

Song,

Chen,

Cao

2023

IJHE

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This study used distributed leadership theory to investigate the relationship between a school’s perceived organizational culture and teacher leadership in higher education institutions in eastern China. In total, 509 teachers at universities in eastern China participated in a questionnaire survey through the correlation analysis, regression analysis and other data analysis methods for the result analysis. The results indicated that clan and adhocracy cultures had a significant and positive impact on teacher leadership, while a hierarchical and market cultures had a significant and negative impact.The results revealed the influence of clan culture, adhocracy culture, hierarchical culture and market culture on teacher leadership, and provide suggestions for school administrators on how to improve university teacher leadership through school organizational culture. In addition, the contributions and limitations are discussed at the end of this study.

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Section: Discussionmentioning

confidence: 99%

Section: Schools' Organizational Culturementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Effect of School Organizational Culture on Teacher Leadership

Song,

Chen,

Cao

2023

IJHE

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“…This level of engagement impacted the school's culture (Kara, 2022). Such a cultural shift is needed because of the changes in the current school workforce.…”

Section: Need For a Shift In Organizational Structures To Support Sta...mentioning

confidence: 99%

Teacher leadership: influences on teacher self-efficacy and collective yeacher efficacy

Barr

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Teachers' engagement in school leadership is one of the most effective means of improving teaching and student learning. Given the complexities of facilitating instructional leadership tasks, school leaders can no longer fully streamline such tasks with fidelity. Therefore, including teachers' knowledge base and skillsets in school-based instructional leadership is crucial to helping school leaders improve instruction and student learning. York- Barr and Duke (2004) concurred in their teacher leadership study, sharing that the expertise of teachers is foundational for increasing teacher quality and advancements in teaching and learning. This qualitative research study explored how teachers' engagement in school-based instructional leadership initiatives influences self-efficacy and collective teacher efficacy (CTE). A teacher's selfefficacy is a teacher's belief in facilitating education behaviors using a unique skill set that will result in the desired outcome. CTE is the shared belief of teachers that their collective behaviors can result in the desired effect. Transformative learning theory was the backdrop of this qualitative study's interpretative phenomenological analysis. The study participants were eight school district teacher leaders serving low-performing Title I elementary schools in the southeastern United States. The research used open-ended questionnaires, semi-structured interviews, and focus groups to collect and analyze the data. The findings suggest the need for teacher leadership platforms at the school level and the parameters necessary for sustainability.

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School culture as the predictor of teacher leadership

Cited by 2 publications

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Effect of School Organizational Culture on Teacher Leadership

Effect of School Organizational Culture on Teacher Leadership

Teacher leadership: influences on teacher self-efficacy and collective yeacher efficacy

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