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Öğe Does distributed leadership matter for student achievement? Evidence from a centralised education system(Routledge Journals, Taylor & Francis Ltd, 2022) Kilinc, Ali Cagatay; Ozdemir, NedimThis study investigated the mediated distributed leadership effects on student achievement through teacher job satisfaction and disciplinary climate in Turkish high schools. We employed school-, teacher-, and student-level datasets drawn from the 2018 PISA and TALIS datasets and performed a multilevel structural equation model (MSEM). The results confirmed the role of teacher job satisfaction and disciplinary climate in mediating the effects of distributed leadership on student achievement. We concluded that building a school environment that fosters a disciplinary climate conducive to learning and encourages teachers to adopt positive affective and cognitive demeanors is a core condition for leveraging student achievement.Öğe Exploring Teachers' Instructional Practice Profiles: Do Distributed Leadership and Teacher Collaboration Make a Difference?(Sage Publications Inc, 2023) Ozdemir, Nedim; Kilinc, Ali cagatay; Polatcan, Mahmut; Turan, Selcuk; Bellibas, Mehmet SuekruePurpose: While the literature includes multiple studies on the relationship between school leadership and instructional quality, they often use instructional practice as a continuous variable, assuming that a teacher would perform all sub-dimensions of instructional practice at a similar rate and failing to link distributed leadership to classroom teaching. Addressing these gaps in the literature, this study aims to identify teacher- and school-level latent profiles of teachers' instructional practices and to investigate how distributed leadership predicts teachers' membership in different instructional practice profiles, with the mediating role of teacher collaboration. Research Methods/Approach: The study employed a cross-sectional survey design using Turkiye's TALIS data for lower secondary education. Multilevel latent profile analysis with mediation modeling was conducted on data from 3,223 teachers in 192 schools. Findings: This analysis yielded four teacher profiles: laissez-faire, typical, controlling, and versatile; and two school profiles, high controlling and high laissez-faire. Findings indicate that distributed leadership promotes professional collaboration in lessons among teachers, which could, in turn, play a critical role in determining both individual teacher- and school-level profiles. Implications: This study provides practical contributions to understanding the nature of classroom teaching, suggesting that future studies should use instructional practice profiles instead of a single construct of teaching.Öğe Exploring the moderation role of teacher cultural value profiles on the association between transformational leadership and teacher job satisfaction: Evidence from Turkish education context(Sage Publications Ltd, 2024) Sezgin, Ferudun; Kilinc, Ali Cagatay; Ozdemir, Servet; Ozdemir, Nedim; Erdogan, OnurThis study aims to identify teachers' cultural value profiles and to investigate how each profile moderates the empirical link between principal transformational leadership and teacher job satisfaction. Gathering data from a sample of 1062 teachers in 113 elementary and lower secondary schools in Turkiye, this cross-sectional study conducted latent profile analysis with moderation modelling to measure the structural links between study variables. Results showed that the sampled teachers were categorized under four profiles: decisive and participatory culture, flexible collaboration culture, rule-oriented culture, and respectful authority culture. The study also provided evidence of the significant moderator role of cultural values profiles on the association between transformational leadership and job satisfaction with the work environment and the profession. We provide implications for policy and practice.Öğe Exploring the moderator role of organisational ambidexterity in the relationship between instructional leadership and teacher instructional practices(Sage Publications Ltd, 2024) Coban, Omur; Yalcin, Mehmet Tufan; Ozdemir, Nedim; Kilinc, Ali CagatayThis study aimed to explore schools' ambidexterity profiles and examine how each profile influences the relationship between instructional leadership and teacher instructional practices. Using data from 1150 teachers across 108 schools in Turkey, we employed multilevel latent profile analysis to group schools into clusters based on aggregated teachers' responses to organisational ambidexterity. We conducted moderation analyses with latent profile variables. Results revealed two distinct profiles: high explorative-exploitative and low explorative-exploitative schools. The study also provided evidence of the significant moderating role that school ambidexterity profiles played in the link between leadership and teaching. We discussed implications for policy and practice.Öğe How Leadership, School Culture, Collective Efficacy, Academic Self-Efficacy, and Socioeconomic Status Affect Student Achievement(Turkish Education Assoc, 2021) Bozkurt, Suheyla; Coban, Omur; Ozdemir, Murat; Ozdemir, NedimThe purpose of this study is to investigate the impact of instructional leadership and school culture in school-level, and academic self-efficacy and socioeconomic status in student-level on academic achievement. The study conducted with 194 teachers and 948 students at 30 schools in Cankiri province. The sample was composed of stratified sampling technique considering the number of teachers and students in schools. In the 2017-2018 academic year, teachers responded to the Organizational Culture Scale, Instructional Leadership Scale, and Collective Teacher Efficacy Scale. Additionally, students responded to the Academic Self-Efficacy Scale. For academic achievement, we used students' averages scores related to six courses. We checked five hypotheses in the study and analyzed them with two-level structural equation modeling. The findings showed that socioeconomic status, academic self-efficacy, and collective efficacy of teachers had a significant effect on the students' average academic achievement scores. Another result indicated that perceptions of teachers about school principals' instructional leadership had a significant effect on organizational culture perceptions. Moreover, perceptions of the organizational culture of teachers had a significant effect on their perception of collective efficacy.Öğe How national and school cultural factors influence the link between distributed leadership and collective teacher innovativeness: Testing a multilevel moderated mediation model(Wiley, 2024) Erdogan, Onur; Sezgin, Ferudun; Ozdemir, Servet; Ozdemir, Nedim; Zepeda, Sally J.; Kilinc, Ali CagatayThis study aimed to test a multilevel moderated mediation model, where the association between distributed leadership (DL) and collective teacher innovativeness (CTI) was examined, with collectivism (COL) included as the moderator and supportive school culture (SSC) as a mediator. Using data from 829 teachers employed in 61 elementary and lower secondary schools in Turkey, we conducted multilevel structural equation modelling through Bayesian to estimate the structural links between our study variables. Our results showed significant indirect effects of DL on CTI via SSC. The findings also extend the literature by suggesting the significant moderator role of COL on the indirect link between DL and CTI via SSC. We discuss implications for policy and practice.Öğe How to improve teachers' instructional practices: the role of professional learning activities, classroom observation and leadership content knowledge in Turkey(Emerald Group Publishing Ltd, 2020) Ozdemir, NedimPurpose This study focused on the impact of principals' leadership content knowledge, evaluation practices and teachers' professional learning activities on classroom instruction. Design/methodology/approach Data were collected from 425 teachers who worked in 46 elementary and lower secondary public schools within two provinces in Turkey. Teachers were asked to fill out a questionnaire on principals' leadership content knowledge, evaluation feedback, professional learning activities and changed instructional practices. This study employed multilevel structural equation modeling (MSEM) by using the Bayesian estimation method to analyze the research hypotheses. Findings Findings indicate that if teachers perceive the evaluation progress as more useful, then they will participate in more professional learning activities, and they will be more effective in their classroom practices. This study also indicates that teachers' professional learning activities stimulate their instructional practices. Research limitations/implications Although the number of schools and teachers allows using multilevel analysis, it limits the findings generalized beyond the sample. To compensate for this limitation, the author confirmed that the sample was representative of the larger population by examining the size of students and teachers, SES and teachers' job experience. the author also conducted a Bayesian estimator to strengthen the test of significance of effects. Practical implications This study underlines the critical role of leadership content knowledge in evaluating practices and providing useful feedback perceived by teachers in elementary and secondary schools. Principals should lead to instruction by knowing how to address a lack of teachers' pedagogical content knowledge and classroom practices. the Ministry of Education should support principals in becoming effective instructional leaders to observe teachers and provide them meaningful feedback on teaching. Originality/value Despite increased interest in this construct, research on principals' and teachers' responses to adapt the recent form of teachers' performance evaluation systems is scant, especially in developing countries' context. Moreover, little is known about the paths through which principals can enhance classroom practices by providing useful feedback. Given these trends in policy and practice context, this study provides empirical evidence that principals can enact the teachers' performance evaluation that affects classroom instruction.Öğe Identifying adults' learning strategy profiles in the workplace: relations to organisational identity, work flexibility, and personal characteristics(Routledge Journals, Taylor & Francis Ltd, 2024) Altunay, Esen; Ozdemir, NedimPolicymakers worldwide are grappling with devising robust policies aimed at enhancing adult learning, due to its growing significance in bolstering competitiveness within knowledge-based economies. However, there is scant research on adult learning strategies for improving intrapersonal or social practice approaches, particularly in work settings, and there is also limited understanding of how organisational and personal backgrounds can shape these practices. Therefore, the aim of this study is to identify adults' learning strategy profiles and examine covariates (organisational identity, work flexibility, and personal characteristics) predicting these profiles in the workplace. Using a sample of 2057 adults from PIAAC Turkiye data, we employed a Latent Profile Analysis (LPA) with covariates. Our findings reveal five learning strategy profiles: high exploration-oriented, average active, minimalist, introverted, and passive learning. Furthermore, organisational identity, rather than the other characteristics, predicts adults' classification into the high exploration-oriented or average active learning strategy profiles. This study also extends the literature by demonstrating the impact of work flexibility on adult learning strategy profiles in the workplace. We discuss key implications for policy and practice.Öğe Instructional leadership, power distance, teacher enthusiasm, and differentiated instruction in Turkey: testing a multilevel moderated mediation model(Routledge Journals, Taylor & Francis Ltd, 2022) Ozdemir, Nedim; Kilinc, Ali Cagatay; Turan, SelcukThis study tested a moderated mediation model of instructional leadership's effects on differentiated instruction, with teacher enthusiasm as the mediator and power distance perceptions of teachers as the moderator. Using survey data from a sample of 772 teachers working at 55 secondary schools, the study performed multilevel structural equation modelling (MSEM) with Bayesian estimation to examine the structural relationships between principal instructional leadership, power distance, teacher enthusiasm, and differentiated instruction. Results replicated the previously established evidence that principal instructional leadership has indirect effects on differentiated instruction through promoting teacher enthusiasm. This study also extends the literature by bringing evidence that the effect of instructional leadership on teacher enthusiasm and differentiated practice is contingent upon the level of power distance in the relationships between teachers and principals. Key implications for policy and practice are discussed.Öğe Investigation of physico-chemical parameters and fish fauna of Bereket hydro-electric plant dam lakes on Dalaman river(Foundation Environmental Protection & Research-Fepr, 2007) Ozdemir, Nedim; Yilmaz, Fevzi; Yorulmaz, BuelentBereket hydro-electric plant dam lakes, established on the Dalaman Stream in Dalaman town of Mugla, both meets the electricity need of the province and also irrigation need of the arable lands in the province; particularly, during summer season. This study was carried out to show environmental impact by determining the water quality and the fish fauna of the lake. Fish samples were obtained by means of electro-shocker, water analyses were performed on the field on water samples taken every month throughout a year from four stations by using ready made kits. Physico-chernical data were measured as following (minimum-maximum respectively); water temperature (13.0-29.8 degrees C), pH (7.74-8.60), conductivity(502-837 mS cm(-1)), chloride (0.1-1.8 mg L(-1)), dissolved oxygen (4.05-9.80 mg L(-1)), nitrate (0.12-2.80 mg L(-1)), total hardness (13.5-19.0 degrees dH) and phosphate (ALA-0.05 mg L(-1)). The physico-chemical data were evaluated and the water quality classes of the chosen stations in Bereket hydro-electric plant dam lakes were determined. By evaluating the physico-chemical data, according to the Water Pollution Control Regulation, the water quality classes of the chosen stations in Bereket hydro-electric plant dam lakes were determined as; 1. Class in respect to the temperature, H, chloride, phosphate; 2. class in respect to the dissolved oxygen; acceptable in respect to the nitrate and "soft water" in respect to total hardness.Öğe Leading teacher instructional practices in Turkiye: do inner school conditions matter?(Emerald Group Publishing Ltd, 2023) Polatcan, Mahmut; Ozdemir, Nedim; Kilinc, Ali Cagatay; Zepeda, Sally J.; Cevik, SalihPurposeThis study tested a moderated mediation model of school leadership effects on teacher instructional practices. Specifically, the authors focused on the mediating effect of teacher professional communities and the moderating effect of instructional climate on the relationship between school leadership and teacher instructional practices.Design/methodology/approachThe authors collected data from 958 teachers working in 72 middle and high schools in Turkiye and employed multilevel structural equation modelling (MSEM) with Bayesian estimation to predict structural links between the study variables.FindingsResults affirmed a full mediation model where school leadership practices exerted indirect effects on teacher instructional practices through promoting teacher professional communities. The authors also found significant moderating role of instructional climate in the effect of school leadership on teacher professional communities and instructional practices.Originality/valueThis study illuminates the contextualized nature of school leadership by concluding that the effect of school leadership on teacher professional communities and instructional practices is closely tied to the extent to which a high-quality instructional climate is established in schools.Öğe Learning-centred leadership and student achievement: Understanding the mediating effect of the teacher professional community and parental involvement(Sage Publications Ltd, 2021) Ozdemir, Nedim; Gun, Feyza; Yirmibes, AhmetThis paper examines the links between learning-centred leadership and student achievement through the mediating effect of teacher professional community and parental involvement. Using teacher and student survey data collected from 79 lower secondary Turkish schools in 12 provinces across the country in 2019, this study employs multilevel structural equation modelling. The findings of the current study add to the growing knowledge base in the non-western societies, revealing the impact of principals' leadership on school processes and outcomes in Turkey. The study suggests that principals have a crucial role in improving student achievement by enhancing situations in which teachers work, namely, organisational and family paths. It suggests that principals' leadership practices still matter for teacher professional community and parental involvement in non-western countries. Implications for policy, practice and further research are discussed.Öğe Linking transformational leadership to teacher commitment and alienation: Do motivational climate profiles moderate?(Sage Publications Ltd, 2023) Kilinc, Ali Cagatay; Ozdemir, Nedim; Polatcan, Mahmut; Savas, Gokhan; Dolapci, ErhanThis study aimed to identify schools' motivational climate profiles and tested how each profile moderates the linkage of transformational leadership with teacher commitment and alienation. Gathering data from 1193 teachers working in 103 schools in Turkiye, we employed multilevel moderation with a latent class variable to estimate the structural links between our variables. The study offered nuanced evidence to the literature by suggesting that sampled schools were categorised under two profiles as high performance and high mastery school climate in terms of their prevalent motivational climate. Our results also provided evidence of the significant moderator role of the school-level profiles on the effect of transformational leadership. Our study suggests that transformational leaders might be more effective in promoting teachers' collective sense of commitment and eliminating their sense of alienation in schools where a performance-oriented climate is fostered. Key implications for policy and practice around the contextualised nature of school leadership are discussed in this study.Öğe A systematic review of research on the relationship between school leadership and student achievement: An updated framework and future direction(Sage Publications Ltd, 2022) Ozdemir, Nedim; Gumus, Sedat; Kilinc, Ali Cagatay; Bellibas, Mehmet SukruThis systematic review sought to expand our knowledge of the increasing research studies focusing on the empirical link between school leadership and student achievement. Using five different data sources (Scopus, WoS, ERIC, Google Scholar, and Retrospective Reference Harvesting Procedure), we created a data set of 144 journal articles. Descriptive analysis of bibliographic data and content analysis of full texts were employed in the review process. The results revealed instructional leadership as the most frequently used school leadership model in the relevant research. There has been a growing tendency to use the direct effect model with the increase in the studies from non-English speaking western societies. Indeed, the use of rational and organizational variables has dominated the mediating effect studies, while moderating effect studies as well as exploratory and explanatory type of studies have not received much attention. Based on these results, a framework representing the broader picture of the current research on the relationship between school leadership and student learning is provided. In addition, several recommendations were made, aiming to build the research capacity in furthering our understanding of how school leadership practices impact student learning and achievement.Öğe Trust in principals, leaders' focus on instruction, teacher collaboration, and teacher self-efficacy: testing a multilevel mediation model(Sage Publications Ltd, 2020) Coban, Omur; Ozdemir, Nedim; Bellibas, Mehmet SukruA vast amount of contemporary research has been devoted to defining effective school leadership roles and practices and measuring their influence on school processes, structures and outcomes. This paper examines the effects of trust in principals and school leaders' focus on instruction on teacher collaboration and teacher self-efficacy. Using teacher survey data collected from 45 lower secondary Turkish schools across the country in the 2018-2019 academic year, this study employs multilevel structural equation modelling with Bayesian estimation to investigate the structural relationships between trust in principals, alongside leaders' focus on instruction, and teacher collaboration and teacher self-efficacy. The study confirms previous research, indicating that trust in principals has a crucial role in teachers' emphasis on instruction and that these principals' instructional leadership practices enhance teachers' sense of efficacy both directly and indirectly through teacher collaboration. The research concludes that, while the way these practices are carried out might differ across contexts, the principals' leadership practices focusing on teaching and learning still matter for teachers' beliefs and practices in non-western countries. Implications for policy, practice and further research are discussed.
