Trust in School Principal and Self-efficacy as Predictors of Teacher Professionalism

Koşar, Serkan

doi:10.15390/eb.2015.4562

Cited by 13 publications

(19 citation statements)

References 51 publications

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“…Although similar findings were produced in other studies (Kılınç, 2014;Koşar, 2015), research findings showing that teachers' professionalism perceptions are at lower levels were also achieved (Cerit, 2012). Teacher's professional behaviors emphasize professional commitment, cooperation, activities aimed at increasing the quality of teaching, and the fact that teachers take responsibility for ensuring student learning (Tschannen-Moran, Parish and DiPaola, 2006).…”

Section: Discussion Conclusion and Recommendationssupporting

confidence: 87%

“…School administrator's support emphasizes the sharing of the leadership, encouraging participation at school and providing teachers with opportunities for leadership roles (Demir, 2014). Principal's support (Wenner and Campbell, 2017;York-Barr and Duke, 2004), distribution of leadership at school (Chamberland, 2009;Brosky, 2009), ensuring teachers' participation in school decisions (Chew and Andrews, 2010) and reliance on administrator (Koşar, 2015) allow teachers to take responsibility for higher levels of learning and to exhibit professional behaviors. Otherwise, teachers may not feel comfortable enough at schools due to administrators who overestimate the rules and procedures.…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

“…This scale, which was adapted into Turkish by Cerit (2014), was used as a data collection tool by reproducing the findings on its validity and reliability in different studies (Kılınç, 2014;Koşar, 2015). Since it was observed that the scale had been applied on different samples, only the reliability of the scale was examined in the present study.…”

Section: Teacher Professionalism Scalementioning

confidence: 99%

“…In this context, there are studies showing that the effectiveness of bureaucratic structures of schools (Cerit, 2012), the support culture in schools (Kılınç, 2014;Tschannen-Moran, 2009), trust in administrator (Koşar, 2015), healthy school climate (Hoy and Sweetland, 2001) and professional solidarity and cooperation (Yirci, 2017) are effective in teachers' professional behaviors. In this context, it is thought that one of the variables related to teacher professional behaviors is a school culture that supports teacher leadership.…”

Section: Introductionmentioning

confidence: 99%

“…Therefore, it is considered important to reveal which features of school culture that supports teacher leadership are associated with teachers' professional behaviors in terms of practical inferences. On the other hand, while teachers' professional behaviors are discussed with different studies in the literature (eg., Hildebrandt and Eom, 2011;OECD, 2016;Tschannen-Moran, 2009), it can be said that the discussions on the subject in the national literature are still new (Bayhan, 2011;Cansoy and Parlar, 2017;Demirkasımoğlu, 2010;Karaca, 2015;Koşar, 2015;Kılınç, 2014;Yirci, 2017) and that there is a need for studies that examine different aspects of teachers' professional behaviors. In this respect, it is considered that the present study will contribute to the national literature with the findings produced on the subject and to the practitioners at the point of increasing teachers' professional behaviors.…”

Section: Introductionmentioning

confidence: 99%

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Examining the Relationship between Teacher Leadership Culture and Teacher Professionalism: Quantitative Study

Parlar

Cansoy

Kılınç

2017

JETS

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The aim of this study was to examine the relationships between schools' levels of having teacher leadership culture and teachers' professional behaviors. A total of 254 teachers working in primary and secondary schools located in Üsküdar district of Istanbul province participated in the study. The "Teacher Leadership Culture Scale" and the "Teacher Professionalism Scale" were used to collect the research data. The arithmetic mean, Pearson Product-Moment Correlation Coefficient and Multiple Linear Regression analysis were used in the analysis of the data. In the study, schools' levels of having teacher leadership culture and the professionalism characteristics of teachers were found to be above the medium level. Furthermore, significant positive relationships were found between professional cooperation, school administrator's support and the level of having a supportive working environment of the schools' levels of having teacher leadership culture and teacher professionalism. The results of the study revealed that the dimensions of supportive working environment and professional cooperation from among teacher leadership culture characteristics were significant predictors of teacher professionalism. The results of the study were discussed in relation to the relevant literature, and some suggestions were made.

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Section: Discussion Conclusion and Recommendationssupporting

confidence: 87%

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

Section: Teacher Professionalism Scalementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Examining the Relationship between Teacher Leadership Culture and Teacher Professionalism: Quantitative Study

Parlar

Cansoy

Kılınç

2017

JETS

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Relationships between Domain-Specific Knowledge, Generic Attributes, and Instructional Skills

Kuhn

Zlatkin‐Troitschanskaia

Lindmeier

et al. 2020

Student Learning in German Higher Education

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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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Trust in School Principal and Self-efficacy as Predictors of Teacher Professionalism

Cited by 13 publications

References 51 publications

Examining the Relationship between Teacher Leadership Culture and Teacher Professionalism: Quantitative Study

Examining the Relationship between Teacher Leadership Culture and Teacher Professionalism: Quantitative Study

Relationships between Domain-Specific Knowledge, Generic Attributes, and Instructional Skills

A systematic review of educational leadership and management research in Turkey

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