Leading teacher instructional practices in Turkiye: do inner school conditions matter?

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dc.authoridPolatcan, Mahmut/0000-0002-5181-0316
dc.authoridKilinc, Ali Cagatay/0000-0001-9472-578X
dc.authorscopusid57206476499
dc.authorscopusid56941466500
dc.authorscopusid56365928000
dc.authorscopusid12809786400
dc.authorscopusid57219709003
dc.contributor.authorPolatcan, Mahmut
dc.contributor.authorOzdemir, Nedim
dc.contributor.authorKilinc, Ali Cagatay
dc.contributor.authorZepeda, Sally J.
dc.contributor.authorCevik, Salih
dc.date.accessioned2024-08-25T18:37:05Z
dc.date.available2024-08-25T18:37:05Z
dc.date.issued2023
dc.departmentEge Üniversitesien_US
dc.description.abstractPurposeThis 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.en_US
dc.identifier.doi10.1108/JEA-07-2022-0099
dc.identifier.issn0957-8234
dc.identifier.issn1758-7395
dc.identifier.scopus2-s2.0-85151122959en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.urihttps://doi.org/10.1108/JEA-07-2022-0099
dc.identifier.urihttps://hdl.handle.net/11454/100845
dc.identifier.wosWOS:000955939800001en_US
dc.identifier.wosqualityQ1en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherEmerald Group Publishing Ltden_US
dc.relation.ispartofJournal of Educational Administrationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.snmz20240825_Gen_US
dc.subjectTeacher instructional practicesen_US
dc.subjectTeacher professional communitiesen_US
dc.subjectInstructional climateen_US
dc.subjectSchool leadershipen_US
dc.subjectProfessional Communityen_US
dc.subjectPrincipal Leadershipen_US
dc.subjectAchievementen_US
dc.subjectMediationen_US
dc.subjectModelsen_US
dc.subjectLimitsen_US
dc.titleLeading teacher instructional practices in Turkiye: do inner school conditions matter?en_US
dc.typeArticleen_US

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