Article detail · 2018
The effects of principals perceived instructional and distributed leadership practices on their perceptions of school climate
- Year
- 2018
- Type
- article
Data source split
- YÖKSİS YÖKSİS article record
- YÖKSİS venue International Journal of Leadership in Education
- Catalog match (ISSN) International Journal of Leadership in Education
- OpenAlex OpenAlex enrichment (abstract, citations, topics)
Abstract
OpenAlex · English
The purpose of this study was to investigate the extent to which leadership styles predict school climate, in order to identify whether a relationship exists between principals’ perceived practices of instructional and distributed leadership and their perceptions of school climate (mutual respect and school delinquency), controlling for a net of principal and school characteristics. This research was conducted on a principal data-set from the 2013 Teaching and Learning International Survey (TALIS), which was administered by the Organization for Economic Co-operation and Development (OECD). Several linear regression models with and without the country controlled dummy variables were conducted, respectively. Results indicated that principals’ perceived distributed and instructional leadership practices are significant predictors of staff mutual respect in the school. Nevertheless, such leadership styles did not appear as important factors for school delinquency and violence. School size and socio-economic status turned out to be the two most important factors predicting school safety. These results add nuance to the findings of previous studies that principals’ emphasis on instructional practice and sharing leadership can play a significant role in promoting the trust, collegiality and respect among staff. However, more than such leadership styles may be needed for creating a safe and orderly school environment.
Topics
Citations
OpenAlex cited_by_count. Not a WoS or Scopus citation count; those sources have no separate column here.
118 citations
OpenAlex cited_by_count (cache / database)
15 publications in the local catalog that cite this work (OpenAlex reference match; not the full global list).
- The Effect of Instructional Leadership and Distributed Leadership on Teacher Self-efficacy and Job Satisfaction: Mediating Roles of Supportive School Culture and Teacher Collaboration 2021
- Collective teacher efficacy as a mediator in the relationship between instructional leadership and teacher commitment 2022
- School factors that are related to school principals’ job satisfaction and organizational commitment 2018
- A systematic review of educational leadership and management research in Turkey 2019
- Principal job satisfaction, distributed leadership, teacher-student relationships, and student achievement in Turkey: a multilevel mediated-effect model 2024
- Principal job satisfaction, distributed leadership, teacher-student relationships, and student achievement in Turkey: a multilevel mediated-effect model 2024
- Principal job satisfaction, distributed leadership, teacher-student relationships, and student achievement in Turkey: a multilevel mediated-effect model 2024
- Comparing the relationships between school principals' leadership types and teachers' academic optimism 2024
- How national and school cultural factors influence the link between distributed leadership and collective teacher innovativeness: Testing a multilevel moderated mediation model 2024
- How national and school cultural factors influence the link between distributed leadership and collective teacher innovativeness: Testing a multilevel moderated mediation model 2024