The Field of Educational Administration as an Arena of Knowledge Production: Some Implications for Turkish Field Members

Oplatka, Izhar; Arar, Khalid

doi:10.30828/real/2016.2.1

Cited by 13 publications

(7 citation statements)

References 30 publications

(48 reference statements)

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“…The results of our analyses suggest that Turkish scholars focus on a narrow range of topics, with most studies using theories and models of leadership and organizational behavior originally developed in Western societies. We recommend that Turkish scholars direct their future research to exploring and better understanding the practices of Turkish principals and teachers in schools by taken into account specific features of the culture and educational system in Turkey (Oplatka and Arar, 2016). By doing this, Turkish EDLM scholars might offer a greater contribution to the theoretical/conceptual discussions in the field of EDLM.…”

Section: Discussionmentioning

confidence: 99%

“…Educational leadership and management (EDLM) emerged as an academic field at the end of the nineteenth century, based primarily on the exchange of school administrators' practical experiences. Production of knowledge within the field of EDLM accelerated with the emergence of the theory movement in the 1950s and the field has since gradually strengthened as an applied field of study (Eidel and Kitchel, 1968;Oplatka and Arar, 2016). Since the emergence of EDLM as an independent discipline, studies conducted by English-speaking Western societies have dominated the knowledge base.…”

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confidence: 99%

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A systematic review of educational leadership and management research in Turkey

Bellibaş

Gümüş

2019

JEA

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Purpose While the current knowledge in the field of educational leadership and management (EDLM) has been primarily based on research produced in English-speaking Western societies, there have been significant efforts by other societies to contribute to the knowledge production, especially during the past decade. The purpose of this paper is to identify the contribution of Turkey to the international EDLM literature by investigating the topical focus, conceptual frameworks and research designs of papers published by EDLM scholars from Turkey. Design/methodology/approach Descriptive content analysis method was employed to examine 315 empirical, review, conceptual and commentary papers published by Turkish scholars in core educational administration and Web of Science journals. The time period of the review left open-ended. However, in practical terms, it begins in the year 1994 when the first article from Turkey was published in any of the selected sources and ends at the end of 2018. Information relevant to the research was extracted from each article and was coded to facilitate quantitative analysis. Using Excel software, descriptive statistics including frequencies and percentages were provided for each research question. Findings Results show that Turkish EDLM scholars mostly rely on survey based quantitative research approach, employing advanced statistical techniques in the analysis of the data. However, mixed method and qualitative studies are relatively less common. Organizational behavior, school leadership and emotions stand out as most frequently used topics, while Turkish scholars are not interested in analyzing the educational outcomes such as student achievement and school improvement. Consistent with the findings related to topical foci, a large number of those who were interested in correlational studies examined the relationship between leadership roles and organizational behaviors. Research limitations/implications The data set only included journal articles and excluded conference proceedings, books and theses/dissertations. Nevertheless, the authors believe this review adds significantly to previous reviews of local EDLM journals conducted by Turkish scholars. The authors concluded that the Turkish scholars should direct their future research to exploring and better understanding the practices of Turkish principals in schools by: diversifying their research topics; incorporating more qualitative and mixed-method designs; and taking into account specific features of the culture and educational system in Turkey. Practical implications Based on the current higher education context, reducing scholars’ teaching load, diversifying research funding opportunities, and modifying access to tenure tracks seem necessary interventions to support EDLM research with strong ties to practice and to the sociocultural context. In addition, policy changes aiming professionalization of administrative positions and establishing some forms of formal training for school principalship are needed. Such changes can help transfer the knowledge produced by the Turkish EDLM researchers to the practice and provide solutions to problems related to school administration. Originality/value This paper will add to recent effort to identify how a developing nation outside Western perspective approaches the field, and contributes to the global knowledge base.

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Section: Discussionmentioning

confidence: 99%

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confidence: 99%

A systematic review of educational leadership and management research in Turkey

Bellibaş

Gümüş

2019

JEA

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“…The Ministry of National Education (MoNE) is responsible for supervising and controlling all K-12 schools. MoNE has branches in each province and district, which are primarily responsible for ensuring that the public schools in their territories are run in accordance with the rules and regulations issued by the Ministry (Erdem et al , 2011; Oplatka and Arar, 2016). MoNE determines school funding and curricula, as well as educational policies, including the assignment and in-service training of teachers and principals.…”

Section: Introductionmentioning

confidence: 99%

The relationship between professional development and school principals’ leadership practices: the mediating role of self-efficacy

Gümüş

Bellibaş

2020

IJEM

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PurposeThere is an extensive body of contemporary educational literature concerning teachers' professional development (PD), but little attention has been paid to the PD of principals, despite their vital role in improving student learning outcomes. The available literature on principals' PD deals with content and quality while mostly ignoring whether and how PD activities have an impact on leadership practices. In our study, we wanted to examine the extent to which principals perform learning-centred leadership practices and whether and how their practices are influenced by the PD programmes they have engaged in during the past twelve months.Design/methodology/approachA total of 130 Turkish principals participated in the study. Using the SEM model, we examined the direct and indirect links between principals' PD and their self-perceived learning-centred leadership practices, with self-efficacy as the mediating variable.FindingsWe found a positive, statistically significant yet weak relationship between principals' PD and their leadership practices, with self-efficacy playing a considerable mediating role.Originality/valueWe argue that traditional types of PD activities can contribute to the leadership practices of principals, at least in countries where school principals are not adequately prepared for principalship positions. We suggest that such activities can contribute by providing newly appointed school principals with certain basic knowledge regarding effective leadership that many principals in developing countries are missing due to the lack of pre-service training. These activities can also strengthen principals' belief in their ability to overcome school problems and improve student learning. This, in turn, could motivate them to focus more on learning-centred leadership practices.

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“…Nigeria needs to join the technology-driven crusade using GIS in the best interests of her populations' personal, social, educational, spatial development and incidental alerts, prevention and solutions. (Gelei, Losonci & Matyusz, 2015;Shao, Feng & Hu, 2016), distributed leadership (Cannatelli, Smith, Giudici, Jones & Conger, 2016), transitional leadership (Oplatka & Arar, 2016;Shao, Feng & Hu, 2016), transformational leadership (Chong, 2015;Shao, Feng & Hu, 2016), servant leadership (Liden, Panaccio, Meuser, Hu & Wayne, 2014a;2014b;O'Reilly, Doerr, Caldwell & Chatman, 2014;Panaccio, Henderson, Liden, Wayne & Cao, 2015), and others. While facing rapid changes in technology and society, change-oriented leadership has caused concern in different organizational settings (Gill, 2002).…”

Section: Resultsmentioning

confidence: 99%

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The Field of Educational Administration as an Arena of Knowledge Production: Some Implications for Turkish Field Members

Cited by 13 publications

References 30 publications

A systematic review of educational leadership and management research in Turkey

A systematic review of educational leadership and management research in Turkey

The relationship between professional development and school principals’ leadership practices: the mediating role of self-efficacy

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