Learning-centred leadership and student achievement: Understanding the mediating effect of the teacher professional community and parental involvement

Basit Öğe Kaydı
dc.authoridYirmibes, Ahmet/0000-0002-4085-0742
dc.contributor.authorOzdemir, Nedim
dc.contributor.authorGun, Feyza
dc.contributor.authorYirmibes, Ahmet
dc.date.accessioned2023-01-12T20:04:08Z
dc.date.available2023-01-12T20:04:08Z
dc.date.issued2021
dc.departmentN/A/Departmenten_US
dc.description.abstractThis 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.en_US
dc.description.sponsorshipTurkiye Bilimsel ve Teknolojik Arastirma Kurumu (The Scientific and Technological Research Council of Turkey [TUBITAK]) [117K851]en_US
dc.description.sponsorshipThe authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Turkiye Bilimsel ve Teknolojik Arastirma Kurumu (The Scientific and Technological Research Council of Turkey [TUBITAK], grant no. 117K851).en_US
dc.identifier.doi10.1177/17411432211034167
dc.identifier.issn1741-1432
dc.identifier.issn1741-1440
dc.identifier.issn1741-1432en_US
dc.identifier.issn1741-1440en_US
dc.identifier.urihttps://doi.org/10.1177/17411432211034167
dc.identifier.urihttps://hdl.handle.net/11454/77762
dc.identifier.wosWOS:000705453300001en_US
dc.identifier.wosqualityQ2en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.language.isoenen_US
dc.publisherSage Publications Ltden_US
dc.relation.ispartofEducational Management Administration & Leadershipen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectLearning-centred leadershipen_US
dc.subjectstudent achievementen_US
dc.subjectteacher professional communityen_US
dc.subjectparental involvementen_US
dc.subjectTransformational School Leadershipen_US
dc.subjectPrincipal Leadershipen_US
dc.subjectAcademic-Achievementen_US
dc.subjectInstructional Leadershipen_US
dc.subjectLevelen_US
dc.subjectElementaryen_US
dc.subjectManagementen_US
dc.subjectImpacten_US
dc.subjectTrajectoriesen_US
dc.subjectConnectionsen_US
dc.titleLearning-centred leadership and student achievement: Understanding the mediating effect of the teacher professional community and parental involvementen_US
dc.typeArticleen_US

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