Research Article
BibTex RIS Cite

Examining the Leadership Behaviors of Primary School Principals: A Phenomenological Study

Year 2023, Volume: 7 Issue: 2, 518 - 550, 31.07.2023

Abstract

This study aims to examine the beliefs and experiences of primary school principals regarding leadership behaviors. In this context, the research was structured in a phenomenological design by employing a qualitative approach. Seven primary school principals were the study's participants, chosen using the criterion sampling method. A semi-structured interview form developed by the researchers were used as data collection tools. The research data were collected through face-to-face interviews with the participants and also recorded. The research data were analyzed with both content analysis and descriptive analysis techniques. In the study, it was found that school principals demonstrated a range of leadership behaviors within the meaning of the concept of those behaviors, the process of developing a strategic plan and vision, the process of making decisions at the school, the school environment, the impact on teachers' professional development studies, parent and relations with the external environment, and the efforts to improve student success. The findings of the research are broken down and analyzed with reference to the corresponding literature. Various recommendations were presented in accordance with the research findings.

References

  • Akbaba Altun, S. (2009). An investigation of teachers’, parents', and students’ opinions on elementary students' academic failure. Elementary Education Online, 8(2), 567-586.
  • Akkurt, Z., & Karabağ Köse, E. (2019). Öğrenci başarısının okul, öğretmen ve aileyle ilgili değişkenler açısından incelenmesi [Examination of student achievement in terms of school, teacher, and family-related variables]. PAU Journal of Education, (47), 1-16. https://doi.org/10.9779/pauefd.451853
  • Alig Mielcarek, J. M. (2003). A model of school success: instructional leadership, academic press, and student achievement. [Unpublished doctoral dissertation, Ohio State University, Columbus, OH].
  • Allen, N., Grigsby, B., & Peters, M. L. (2015). Does leadership matter? Examining the relationship among transformational leadership, school climate, and student achievement. International Journal of Educational Leadership Preparation, 10(2), 1-22.
  • Altun, S. A., & Çakan, M. (2008). Öğrencilerin sınav başarılarına etki eden faktörler: Lgs/Öss sınavlarındaki başarılı iller örneği [Factors affecting student success on exams: The case of successful cities on LGS/ÖSS Exams]. Elementary Education Online, 7(1), 157-173.
  • Arabacı, İ. B., Akıllı, C., & Erol, Y. C. (2015,7-9 May). Müdür adaylarının mülakat sınavına ilişkin algıları [Perceptions of Manager Candidates Regarding the Interview Exam], 10. National Education Management Congress Gaziantep.
  • Arif, S., Zainudin, H. K., & Hamid, A. (2019). Influence of leadership, organizational culture, work motivation, and job satisfaction of performance principles of senior high school in Medan city. Budapest International Research and Critics Institute-Journal (BIRCI-Journal), 239-254.
  • Aslan, M., Özer, N., & Ağıroğlu Bakır, A. (2009). Administrators’ and teachers’ views on school culture: A qualitative study. Elementary Education Online, 8(1), 268-281.
  • Aydın, M. (2000). Eğitim yönetimi [Education Management]. (6th ed.). Ankara: Hatiboğlu.
  • Ayık, A., & Ada, Ş. (2009). İlköğretim okullarında oluşturulan okul kültürü ile okulların etkililiği arasındaki ilişki [The relationship between the effectiveness of schools and the school culture which is created in primary schools]. Gaziantep University Journal of Social Sciences, 8(2), 429-446.
  • Babaoğlan, E., & Yılmaz, F. (2012). İlköğretim okullarında karara katılma [Participation at decision in primary school]. Mersin University Journal of Faculty of Education, 8(3), 1-12.
  • Babaoğlan, E., Nalbant, A., & Çelik, E. (2017). Okul başarısına okul yöneticisinin etkisine ilişkin öğretmen görüşleri [Teacher opinions about the impact of the school principal on school success]. Mehmet Akif Ersoy University Journal of Faculty of Education, (43), 93-109. https://doi.org/10.21764/efd.82932
  • Balyer, A. (2013). Okul müdürlerinin öğretimin kalitesi üzerindeki etkileri [School principals’ influences on instructional quality]. Educational Administration: Theory and Practice, 19(2), 181-214.
  • Bilge, B. (2013). Öğrenci başarısını arttırmada okul müdüründen beklenen liderlik özellikleri [Leadership characterıstics of principals expected for student success]. Anatolian Journal of Educational Leadership & Instruction, 1(2), 12-23.
  • Bozkurt, E., Bayar, A., & Üstün, A. (2018). Okul yöneticilerinin okul çevre ilişkileri ile ilgili sorunları ve çözüm önerileri [School administrators’ problems about school environment relations and their solutions]. Hitit Journal of Social Sciences, 11(3), 2561-2574. doi: 10.17218-hititsosbil.450351
  • Brown, M. E., & Treviño, L. K. (2006). Ethical leadership: A review and future directions. The Leadership Quarterly, 17(6), 595-616.
  • Bulach, C. R., Lunenburg, F. C., & Potter, L. (2011). Creating a culture for high-performing schools: A comprehensive approach to school reform, dropout prevention, and bullying behavior. USA: Rowman & Littlefield.
  • Bursalıoğlu, Z. (2000). Okul yönetiminde yeni yapı ve davranış [New structure and behavior in school management]. Ankara: Pegem A.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2020). Eğitimde bilimsel araştırma yöntemleri [Scientific research methods in education]. (20.Edition). Ankara: Pegem.
  • Çelikten, M. (2006). Okul kültürünün şekillendirilmesinde müdürün rolleri [Roles of principal in shaping school culture]. Education and Science, 31(140), 56-61.
  • Çimen, B., & Karadağ, E. (2019). Spiritual leadership, organization culture, organizational silence and academic success of the school. Educational Administration: Theory and Practice, 25(1), 1-50.
  • Darling Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8(1), 1-44.
  • Day, C., & Leithwood, K. (2007). Building and sustaining successful principalship: Key themes. In C. Day & K. Leithwood (Eds). Successful principal leadership in times of change (pp. 171-188). Dordrecht: Springer.
  • Ding, D., Lu, H., Song, Y., & Lu, Q. (2012). Relationship of servant leadership and employee loyalty: The mediating role of employee satisfaction. IBusiness, 4(3), 208-215.
  • DuFour, R. (2003). Building a professional learning community. The School Administrator, 60(5), 13-18.
  • DuFour, R., & Eaker, R. (1998). Professional learning communities at work tm: Best practices for enhancing students achievement. Solution Tree Press.
  • Durukan, H. (2006). Okul yöneticisinin vizyoner liderlik rolü [The visioner role of school administrator]. Ahi Evran University Journal of Kırşehir Education Faculty, 7(2), 277-286.
  • Erdoğdu, M. Y., & Umurkan, F. (2014). Okul yöneticilerinin teknolojik liderlik rollerinin yordanmasında okul ikliminin etkileri [The effects of school climate on predicting the principals’ technological leadership roles]. Çekmece Journal of Social Sciences, 2(4), 155-172.
  • Ertürk, R. (2019). Ethical leadership behaviors of school principals, trust perceptions of school teachers and organizational commitment in terms of various variables. Inonu University Journal of the Faculty of Education (INUJFE), 20(1), 119-135. doi: 10.17679/inuefd.389648
  • ETUCE/ European Trade Union Committee for Education (2008). Teacher Education in Europe. An ETUCE Policy Paper. (http://ec.europa.eu)
  • Garvin, D. A., Edmondson, A. C., & Gino, F. (2008) Is yours a learning organization? Harvard Business Review, 86(3), 109–116. Retrieved from https://hbr.org/2008/03/is-yours-a-learning-organization.
  • Göksoy, S. (2014). Okul yönetiminde karara katılım [Participation in decision making in school management]. Abant İzzet Baysal University Journal of Faculty of Education, 14(2), 253-268. https://doi.org/10.17240/aibuefd.2014.14.2-5000091538
  • Griffith, J. (1999). The school leadership/school climate relation: Identification of school configurations associated with change in principals. Educational Administration Quarterly, 35(2), 267-291.
  • Gülcan, M. G. (2011). Views of administrators and teachers on participation in decision making at school. Education Journal (Chula Vista), 131(3), 637-654.
  • Gümüş, S., Bellibaş, M. Ş., Şen, S., & Hallinger, P. (2021). Finding the missing link: Do principal qualifications make a difference in student achievement? Educational Management Administration & Leadership, 0(0), 1-24. https://doi.org/10.1177/17411432211051909
  • Haiyan, Q., Walker, A., & Xiaowei, Y. (2017). Building and leading a learning culture among teachers: A case study of a Shanghai primary school. Educational Management Administration & Leadership, 45(1), 101-122.
  • Hallinger, P., Bickman, L., & Davis, K. (1996). School context, principal leadership, and student reading achievement. The Elementary School Journal, 96(5), 527-549.
  • Hallinger, P., & Heck, R. H. (1998). Exploring the principal's contribution to school effectiveness: 1980‐1995. School Effectiveness and School Improvement, 9(2), 157-191.
  • Hallinger, P., & Murphy, J. F. (1986). The social context of effective schools. American Journal of Education, 94(3), 328-355.
  • Heck, R. H., Larsen, T. J., & Marcoulides, G. A. (1990). Instructional leadership and school achievement: Validation of a causal model. Educational Administration Quarterly, 26(2), 94–125.
  • Hord, S. M., & Sommers, W. A. (Eds.). (2008). Leading professional learning communities: Voices from research and practice. Corwin.
  • Hou, Y., Cui, Y., & Zhang, D. (2019). Impact of instructional leadership on high school student academic achievement in China. Asia Pacific Education Review, (20), 543–558.
  • Hughes, T. A., & Kritsonis, W. A. (2007). Professional learning communities and the positive effects on student achievement: A national agenda for school improvement. The Lamar University Electronic Journal of Student Research, 4, 1-5.
  • Jantzi, D., & Leithwood, K. (1996). Toward an explanation of variation in teachers' perceptions of transformational school leadership. Educational Administration Quarterly, 32(4), 512-538.
  • Johnson, B., & Christensen, L. (2012). Educational research: Qauntitative, qualitative, and mixed approaches. California: SAGE.
  • Joseph, E. E., & Winston, B. E. (2004). A correlation of servant leadership, leader trust, and organizational trust. Leadership & Organization Development Journal.
  • Joyce, B. R., & Showers, B. (2002). Student achievement through staff development. In B. Joyce and B. Showers (Eds.) Design trainig and peer coaching: Our needs for learning. VA, USA, ASCD.
  • Karadağ E., Kılıçoğlu G., & Yılmaz D. (2014). Örgütsel sinizm, okul kültürü ve okul başarısı: Bir yapısal eşitlik modelleme çalışması [Organizational cynicism, school culture, and academic achievement: The study of structural equation modeling]. Educational Sciences: Theory & Practice, 14(1), 89-113.
  • Karip, E. (2018). Okul müdürü başöğretmendir [The school principal is the head teacher]. Retrieved from https://tedmem.org/vurus/okul-muduru-basogretmendir.
  • Kars, M., & İnandı, Y. (2018). Relationship between school principals’ leadership behaviors and teachers’ organizational trust. Eurasian Journal of Educational Research, (74), 145-164.
  • Kuoppala, J., Lamminpää, A., Liira, J., & Vainio, H. (2008). Leadership, job well-being, and health effects—a systematic review and a meta-analysis. Journal of Occupational and Environmental Medicine, 50(8), 904-915.
  • Leithwood, K., & Mascall, B. (2008). Collective leadership effects on student achievement. Educational Administration Quarterly, 44(4), 529-561.
  • Leithwood, K., Anderson, S. E., Mascall, B., & Strauss, T. (2010). School leaders’s influences on student learning: The four paths. In T. Bush, L. Bell, & D. Middlewood (Eds.). The principles of educational leadership & management (pp. 13-30). London: SAGE.
  • Leithwood, K., Seashore, K., Anderson, S., & Wahlstrom, K. (2004). Review of research: How leadership influences student learning. Learning from Leadership Project. Retrieved from https://conservancy.umn.edu/bitstream/handle/11299/2035/CAREI?sequence=1
  • Lindahl, R. A. (2010). Differences in principals' leadership behavior in high‐and low‐performing schools. Journal of Leadership Studies, 3(4), 34-45.
  • Lynch, D., Smith, R., Provost, S., & Madden, J. (2016). Improving teaching capacity to increase student achievement. Journal of Educational Administration, 54(5), 1-21.
  • Mulford, B. (2007). Successful school principalship in Tasmania. In C. Day & K. Leithwood (Eds). Successful principal leadership in times of change (pp. 17-38). Dordrecht: Springer.
  • Önder, E., & Güçlü, N. (2014). İlköğretimde okullar arası başarı farklılıklarını azaltmaya yönelik çözüm önerileri [Solution proposals intended to reduce success difference among primary schools]. Marmara University Atatürk Faculty of Education Journal of Educational Sciences, 40(40), 109-132. doi: 10.15285/EBD.2014409745
  • Özata Yücel, E, & Özkan, M. (2011). SBS fen bilimleri testindeki başarının düşük olma nedenleriyle ilgili öğretmen ve öğrenci görüşleri [The view of students and teachers about the reason for low success science tests in SBS exams]. Uludağ University Journal of Faculty of Education, 24(2), 537-562.
  • Özdemir, A. (2006). Okul kültürünün oluşturulması ve çevreye tanıtılmasında okul müdürlerinden beklenen ve onlarda gözlenen davranışlar [Expected and observed behaviors of the school principles in the formation and public presentation of school culture]. The Journal of Turkish Educational Sciences, 4(4), 411-436.
  • Özdemir, N., Gün, F., & Yirmibeş, A. (2021). Learning–centred leadership and student achievement: Understanding the mediating effect of the teacher professional community and parental involvement. Educational Management Administration & Leadership, 0(0), 1-21. https://doi.org/10.1177/17411432211034167
  • Özdemir, N., & Kavak, Y. (2020). Akademik başarı kıskacındaki okul yöneticileri. Ankara: Pegem.
  • Partnership for 21st Century Skills. (2008). 21st Century Skills, Education & Competitiveness: A Resource and Policy Guide. Retrieved from https://files.eric.ed.gov/fulltext/ED519337.pdf
  • Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri [Qualitative research and evaluation methods] (Trans. Ed. M. Bütün & S. B Demir). Ankara: Pegem.
  • Ratts, R. F., Pate, J. L., Archibald, J. G., Andrews, S. P., Ballard, C. C., & Lowney, K. S. (2015). The influence of professional learning communities on student achievement in elementary schools. Journal of Education & Social Policy, 2(4), 51-61.
  • Robinson, V. M., Lloyd, C. A., & Rowe, K. J. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635-674.
  • Sarı, M., Ötünç, E., & Erceylan, H. (2007). Liselerde okul yaşam kalitesi: Adana ili örneği [Quality of life in high schools: The case of Adana province]. Educational Administration: Theory and Practice, 50(50), 297-320.
  • Shatzer, R. H., Caldarella, P., Hallam, P. R., & Brown, B. L. (2014). Comparing the effects of instructional and transformational leadership on student achievement: Implications for practice. Educational Management Administration & Leadership, 42(4), 445-459.
  • Soba, M., Akman, E., & Eroğlu, E. (2018). Liderlik stilleri ve örgütsel bağlılık arasındaki ilişkinin İzmir Karabağlar İlçesinde bulunan devlet okulları üzerinden incelenmesi [Investigation of relationship between leadership styles and organizational commitment through public schools: The case of Karabaglar district of İzmir province]. Journal of Business Research-Turk, 10(4), 1123-1147.
  • Stander, M. W., & Rothmann, S. (2008). The relationship between leadership, job satisfaction and organisational commitment: empirical research. SA Journal of Human Resource Management, 6(3), 7-13.
  • Şahin Fırat, N. (2010). Okul müdürü ve öğretmenlerin okul kültürü ile değer sistemlerine ilişkin algıları [Principals’ and teachers’ perceptions about school culture and value systems]. Education and Sciences, 35(156), 71-83.
  • Şahin, A. E. (2000). İlköğretim okulu müdürlerinin yeterlikleri [Competencies of primary school principals]. Educational Administration: Theory and Practice, 22(22), 243-260.
  • Şişman, M. (1996). Etkili okul yönetimi [Effective school management]. Eskişehir: Osmangazi Üniversitesi Fen Edebiyat Fakültesi.
  • Şişman, M. (2014). Öğretim liderliği [Instructional Leadership]. Ankara: Pegem.
  • Tabak, H., Şahin, F., & Yavuz Tabak, B. (2020). Okul yöneticilerinin karar alma yaklaşımları: Veriye dayalı karar almaya geçiş [School administrators decision making approaches: Transition to data-based decision making]. Turkish Journal of Social Research, 24(3), 713-725.
  • Tahaoğlu, F., & Gedikoğlu, T. (2009). İlköğretim okulu müdürlerinin liderlik rolleri [Leadership roles of primary school principals]. Educational Administration: Theory and Practice, 15(58), 274-298.
  • Talbert, J. E. (2010). Professional learning communities at the crossroads: How systems hinder or engender change. In Second international handbook of educational change (pp. 555-571). Springer, Dordrecht.
  • Taş, A. & Önder, E. (2010). Yöneticilerin liderlik davranışlarının personel iş doyumuna etkisi [The effect of administrators leadership behaviors on staff job satisfaction]. Electronic Journal of Social Sciences, 9(32), 17-30.
  • TEDMEM. (2019). 2018 eğitim değerlendirme raporu [2018 education evaluation report]. Ankara: Türk Eğitim Derneği.
  • Terzi, R., Gocen, A., & Kaya, A (2020). Spiritual leaders for building trust in the school context. Eurasian Journal of Educational Research, 20(86), 135-156. DOI: 10.14689/ejer.2020.86.7
  • Uslu, B. (2013). Opinions of academicians from educational administration field about school principals’ competencies. Marmara University Atatürk Faculty of Education Journal of Educational Sciences, 37(37), 172-188.
  • Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80-91.
  • Walker, A. (2010). Building and leading learning cultures. In T. Bush, L. Bell, & D. Middlewood (Eds) The principles of educational leadership & management (pp. 176-196). London: SAGE.
  • Yıldırım, A., & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. (8. Edition). Ankara: Seçkin.
  • Yılmaz, A., & Boğa Ceylan, Ç. (2011). İlköğretim okul yöneticilerinin liderlik davranış düzeyleri ile öğretmenlerin iş doyumu ilişkisi [Relationship between primary school administrators’ leadership behavior and job satisfaction of teachers]. Educational Administration: Theory and Practice, 2(2), 277-394.

İlkokul Müdürlerinin Liderlik Davranışlarının İncelenmesi: Fenomenolojik Bir Çalışma

Year 2023, Volume: 7 Issue: 2, 518 - 550, 31.07.2023

Abstract

Bu araştırma, ilkokullarda görev yapan okul müdürlerinin liderlik davranışlarına yönelik görüş ve deneyimlerini incelemeyi amaçlar. Bu bağlamda, araştırma nitel bir yaklaşımla olgubilim deseninde kurgulanmıştır. Araştırmanın katılımcıları, ölçüt örnekleme yöntemine göre belirlenen yedi ilkokul müdüründen oluşmaktadır. Araştırmada veri toplama aracı olarak, araştırmacılar tarafından geliştirilen ve sondalarla desteklenmiş yarı yapılandırılmış görüşme formu kullanılmıştır. Araştırma verileri, katılımcılarla yüz yüze görüşme şeklinde toplanmış ve kayıt altına alınmıştır. Araştırma verileri, hem içerik analizi hem de betimsel analiz tekniğiyle analiz edilmiştir. Araştırmada okul müdürlerinin liderlik davranışları kavramının anlamı, stratejik plan ve vizyon belirleme süreci, okulda karar alma süreci, okul ortamı, öğretmenlerin mesleki gelişim çalışmalarına etki, veli ve çevreyle ilişkiler ile öğrenci başarısını artırma çalışmaları kapsamında çeşitli liderlik davranışları sergilediği sonucuna ulaşılmıştır. Araştırma bulguları, ilgili literatüre göre tartışılmıştır. Araştırma sonuçları doğrultusunda çeşitli öneriler sunulmuştur.

References

  • Akbaba Altun, S. (2009). An investigation of teachers’, parents', and students’ opinions on elementary students' academic failure. Elementary Education Online, 8(2), 567-586.
  • Akkurt, Z., & Karabağ Köse, E. (2019). Öğrenci başarısının okul, öğretmen ve aileyle ilgili değişkenler açısından incelenmesi [Examination of student achievement in terms of school, teacher, and family-related variables]. PAU Journal of Education, (47), 1-16. https://doi.org/10.9779/pauefd.451853
  • Alig Mielcarek, J. M. (2003). A model of school success: instructional leadership, academic press, and student achievement. [Unpublished doctoral dissertation, Ohio State University, Columbus, OH].
  • Allen, N., Grigsby, B., & Peters, M. L. (2015). Does leadership matter? Examining the relationship among transformational leadership, school climate, and student achievement. International Journal of Educational Leadership Preparation, 10(2), 1-22.
  • Altun, S. A., & Çakan, M. (2008). Öğrencilerin sınav başarılarına etki eden faktörler: Lgs/Öss sınavlarındaki başarılı iller örneği [Factors affecting student success on exams: The case of successful cities on LGS/ÖSS Exams]. Elementary Education Online, 7(1), 157-173.
  • Arabacı, İ. B., Akıllı, C., & Erol, Y. C. (2015,7-9 May). Müdür adaylarının mülakat sınavına ilişkin algıları [Perceptions of Manager Candidates Regarding the Interview Exam], 10. National Education Management Congress Gaziantep.
  • Arif, S., Zainudin, H. K., & Hamid, A. (2019). Influence of leadership, organizational culture, work motivation, and job satisfaction of performance principles of senior high school in Medan city. Budapest International Research and Critics Institute-Journal (BIRCI-Journal), 239-254.
  • Aslan, M., Özer, N., & Ağıroğlu Bakır, A. (2009). Administrators’ and teachers’ views on school culture: A qualitative study. Elementary Education Online, 8(1), 268-281.
  • Aydın, M. (2000). Eğitim yönetimi [Education Management]. (6th ed.). Ankara: Hatiboğlu.
  • Ayık, A., & Ada, Ş. (2009). İlköğretim okullarında oluşturulan okul kültürü ile okulların etkililiği arasındaki ilişki [The relationship between the effectiveness of schools and the school culture which is created in primary schools]. Gaziantep University Journal of Social Sciences, 8(2), 429-446.
  • Babaoğlan, E., & Yılmaz, F. (2012). İlköğretim okullarında karara katılma [Participation at decision in primary school]. Mersin University Journal of Faculty of Education, 8(3), 1-12.
  • Babaoğlan, E., Nalbant, A., & Çelik, E. (2017). Okul başarısına okul yöneticisinin etkisine ilişkin öğretmen görüşleri [Teacher opinions about the impact of the school principal on school success]. Mehmet Akif Ersoy University Journal of Faculty of Education, (43), 93-109. https://doi.org/10.21764/efd.82932
  • Balyer, A. (2013). Okul müdürlerinin öğretimin kalitesi üzerindeki etkileri [School principals’ influences on instructional quality]. Educational Administration: Theory and Practice, 19(2), 181-214.
  • Bilge, B. (2013). Öğrenci başarısını arttırmada okul müdüründen beklenen liderlik özellikleri [Leadership characterıstics of principals expected for student success]. Anatolian Journal of Educational Leadership & Instruction, 1(2), 12-23.
  • Bozkurt, E., Bayar, A., & Üstün, A. (2018). Okul yöneticilerinin okul çevre ilişkileri ile ilgili sorunları ve çözüm önerileri [School administrators’ problems about school environment relations and their solutions]. Hitit Journal of Social Sciences, 11(3), 2561-2574. doi: 10.17218-hititsosbil.450351
  • Brown, M. E., & Treviño, L. K. (2006). Ethical leadership: A review and future directions. The Leadership Quarterly, 17(6), 595-616.
  • Bulach, C. R., Lunenburg, F. C., & Potter, L. (2011). Creating a culture for high-performing schools: A comprehensive approach to school reform, dropout prevention, and bullying behavior. USA: Rowman & Littlefield.
  • Bursalıoğlu, Z. (2000). Okul yönetiminde yeni yapı ve davranış [New structure and behavior in school management]. Ankara: Pegem A.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2020). Eğitimde bilimsel araştırma yöntemleri [Scientific research methods in education]. (20.Edition). Ankara: Pegem.
  • Çelikten, M. (2006). Okul kültürünün şekillendirilmesinde müdürün rolleri [Roles of principal in shaping school culture]. Education and Science, 31(140), 56-61.
  • Çimen, B., & Karadağ, E. (2019). Spiritual leadership, organization culture, organizational silence and academic success of the school. Educational Administration: Theory and Practice, 25(1), 1-50.
  • Darling Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8(1), 1-44.
  • Day, C., & Leithwood, K. (2007). Building and sustaining successful principalship: Key themes. In C. Day & K. Leithwood (Eds). Successful principal leadership in times of change (pp. 171-188). Dordrecht: Springer.
  • Ding, D., Lu, H., Song, Y., & Lu, Q. (2012). Relationship of servant leadership and employee loyalty: The mediating role of employee satisfaction. IBusiness, 4(3), 208-215.
  • DuFour, R. (2003). Building a professional learning community. The School Administrator, 60(5), 13-18.
  • DuFour, R., & Eaker, R. (1998). Professional learning communities at work tm: Best practices for enhancing students achievement. Solution Tree Press.
  • Durukan, H. (2006). Okul yöneticisinin vizyoner liderlik rolü [The visioner role of school administrator]. Ahi Evran University Journal of Kırşehir Education Faculty, 7(2), 277-286.
  • Erdoğdu, M. Y., & Umurkan, F. (2014). Okul yöneticilerinin teknolojik liderlik rollerinin yordanmasında okul ikliminin etkileri [The effects of school climate on predicting the principals’ technological leadership roles]. Çekmece Journal of Social Sciences, 2(4), 155-172.
  • Ertürk, R. (2019). Ethical leadership behaviors of school principals, trust perceptions of school teachers and organizational commitment in terms of various variables. Inonu University Journal of the Faculty of Education (INUJFE), 20(1), 119-135. doi: 10.17679/inuefd.389648
  • ETUCE/ European Trade Union Committee for Education (2008). Teacher Education in Europe. An ETUCE Policy Paper. (http://ec.europa.eu)
  • Garvin, D. A., Edmondson, A. C., & Gino, F. (2008) Is yours a learning organization? Harvard Business Review, 86(3), 109–116. Retrieved from https://hbr.org/2008/03/is-yours-a-learning-organization.
  • Göksoy, S. (2014). Okul yönetiminde karara katılım [Participation in decision making in school management]. Abant İzzet Baysal University Journal of Faculty of Education, 14(2), 253-268. https://doi.org/10.17240/aibuefd.2014.14.2-5000091538
  • Griffith, J. (1999). The school leadership/school climate relation: Identification of school configurations associated with change in principals. Educational Administration Quarterly, 35(2), 267-291.
  • Gülcan, M. G. (2011). Views of administrators and teachers on participation in decision making at school. Education Journal (Chula Vista), 131(3), 637-654.
  • Gümüş, S., Bellibaş, M. Ş., Şen, S., & Hallinger, P. (2021). Finding the missing link: Do principal qualifications make a difference in student achievement? Educational Management Administration & Leadership, 0(0), 1-24. https://doi.org/10.1177/17411432211051909
  • Haiyan, Q., Walker, A., & Xiaowei, Y. (2017). Building and leading a learning culture among teachers: A case study of a Shanghai primary school. Educational Management Administration & Leadership, 45(1), 101-122.
  • Hallinger, P., Bickman, L., & Davis, K. (1996). School context, principal leadership, and student reading achievement. The Elementary School Journal, 96(5), 527-549.
  • Hallinger, P., & Heck, R. H. (1998). Exploring the principal's contribution to school effectiveness: 1980‐1995. School Effectiveness and School Improvement, 9(2), 157-191.
  • Hallinger, P., & Murphy, J. F. (1986). The social context of effective schools. American Journal of Education, 94(3), 328-355.
  • Heck, R. H., Larsen, T. J., & Marcoulides, G. A. (1990). Instructional leadership and school achievement: Validation of a causal model. Educational Administration Quarterly, 26(2), 94–125.
  • Hord, S. M., & Sommers, W. A. (Eds.). (2008). Leading professional learning communities: Voices from research and practice. Corwin.
  • Hou, Y., Cui, Y., & Zhang, D. (2019). Impact of instructional leadership on high school student academic achievement in China. Asia Pacific Education Review, (20), 543–558.
  • Hughes, T. A., & Kritsonis, W. A. (2007). Professional learning communities and the positive effects on student achievement: A national agenda for school improvement. The Lamar University Electronic Journal of Student Research, 4, 1-5.
  • Jantzi, D., & Leithwood, K. (1996). Toward an explanation of variation in teachers' perceptions of transformational school leadership. Educational Administration Quarterly, 32(4), 512-538.
  • Johnson, B., & Christensen, L. (2012). Educational research: Qauntitative, qualitative, and mixed approaches. California: SAGE.
  • Joseph, E. E., & Winston, B. E. (2004). A correlation of servant leadership, leader trust, and organizational trust. Leadership & Organization Development Journal.
  • Joyce, B. R., & Showers, B. (2002). Student achievement through staff development. In B. Joyce and B. Showers (Eds.) Design trainig and peer coaching: Our needs for learning. VA, USA, ASCD.
  • Karadağ E., Kılıçoğlu G., & Yılmaz D. (2014). Örgütsel sinizm, okul kültürü ve okul başarısı: Bir yapısal eşitlik modelleme çalışması [Organizational cynicism, school culture, and academic achievement: The study of structural equation modeling]. Educational Sciences: Theory & Practice, 14(1), 89-113.
  • Karip, E. (2018). Okul müdürü başöğretmendir [The school principal is the head teacher]. Retrieved from https://tedmem.org/vurus/okul-muduru-basogretmendir.
  • Kars, M., & İnandı, Y. (2018). Relationship between school principals’ leadership behaviors and teachers’ organizational trust. Eurasian Journal of Educational Research, (74), 145-164.
  • Kuoppala, J., Lamminpää, A., Liira, J., & Vainio, H. (2008). Leadership, job well-being, and health effects—a systematic review and a meta-analysis. Journal of Occupational and Environmental Medicine, 50(8), 904-915.
  • Leithwood, K., & Mascall, B. (2008). Collective leadership effects on student achievement. Educational Administration Quarterly, 44(4), 529-561.
  • Leithwood, K., Anderson, S. E., Mascall, B., & Strauss, T. (2010). School leaders’s influences on student learning: The four paths. In T. Bush, L. Bell, & D. Middlewood (Eds.). The principles of educational leadership & management (pp. 13-30). London: SAGE.
  • Leithwood, K., Seashore, K., Anderson, S., & Wahlstrom, K. (2004). Review of research: How leadership influences student learning. Learning from Leadership Project. Retrieved from https://conservancy.umn.edu/bitstream/handle/11299/2035/CAREI?sequence=1
  • Lindahl, R. A. (2010). Differences in principals' leadership behavior in high‐and low‐performing schools. Journal of Leadership Studies, 3(4), 34-45.
  • Lynch, D., Smith, R., Provost, S., & Madden, J. (2016). Improving teaching capacity to increase student achievement. Journal of Educational Administration, 54(5), 1-21.
  • Mulford, B. (2007). Successful school principalship in Tasmania. In C. Day & K. Leithwood (Eds). Successful principal leadership in times of change (pp. 17-38). Dordrecht: Springer.
  • Önder, E., & Güçlü, N. (2014). İlköğretimde okullar arası başarı farklılıklarını azaltmaya yönelik çözüm önerileri [Solution proposals intended to reduce success difference among primary schools]. Marmara University Atatürk Faculty of Education Journal of Educational Sciences, 40(40), 109-132. doi: 10.15285/EBD.2014409745
  • Özata Yücel, E, & Özkan, M. (2011). SBS fen bilimleri testindeki başarının düşük olma nedenleriyle ilgili öğretmen ve öğrenci görüşleri [The view of students and teachers about the reason for low success science tests in SBS exams]. Uludağ University Journal of Faculty of Education, 24(2), 537-562.
  • Özdemir, A. (2006). Okul kültürünün oluşturulması ve çevreye tanıtılmasında okul müdürlerinden beklenen ve onlarda gözlenen davranışlar [Expected and observed behaviors of the school principles in the formation and public presentation of school culture]. The Journal of Turkish Educational Sciences, 4(4), 411-436.
  • Özdemir, N., Gün, F., & Yirmibeş, A. (2021). Learning–centred leadership and student achievement: Understanding the mediating effect of the teacher professional community and parental involvement. Educational Management Administration & Leadership, 0(0), 1-21. https://doi.org/10.1177/17411432211034167
  • Özdemir, N., & Kavak, Y. (2020). Akademik başarı kıskacındaki okul yöneticileri. Ankara: Pegem.
  • Partnership for 21st Century Skills. (2008). 21st Century Skills, Education & Competitiveness: A Resource and Policy Guide. Retrieved from https://files.eric.ed.gov/fulltext/ED519337.pdf
  • Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri [Qualitative research and evaluation methods] (Trans. Ed. M. Bütün & S. B Demir). Ankara: Pegem.
  • Ratts, R. F., Pate, J. L., Archibald, J. G., Andrews, S. P., Ballard, C. C., & Lowney, K. S. (2015). The influence of professional learning communities on student achievement in elementary schools. Journal of Education & Social Policy, 2(4), 51-61.
  • Robinson, V. M., Lloyd, C. A., & Rowe, K. J. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635-674.
  • Sarı, M., Ötünç, E., & Erceylan, H. (2007). Liselerde okul yaşam kalitesi: Adana ili örneği [Quality of life in high schools: The case of Adana province]. Educational Administration: Theory and Practice, 50(50), 297-320.
  • Shatzer, R. H., Caldarella, P., Hallam, P. R., & Brown, B. L. (2014). Comparing the effects of instructional and transformational leadership on student achievement: Implications for practice. Educational Management Administration & Leadership, 42(4), 445-459.
  • Soba, M., Akman, E., & Eroğlu, E. (2018). Liderlik stilleri ve örgütsel bağlılık arasındaki ilişkinin İzmir Karabağlar İlçesinde bulunan devlet okulları üzerinden incelenmesi [Investigation of relationship between leadership styles and organizational commitment through public schools: The case of Karabaglar district of İzmir province]. Journal of Business Research-Turk, 10(4), 1123-1147.
  • Stander, M. W., & Rothmann, S. (2008). The relationship between leadership, job satisfaction and organisational commitment: empirical research. SA Journal of Human Resource Management, 6(3), 7-13.
  • Şahin Fırat, N. (2010). Okul müdürü ve öğretmenlerin okul kültürü ile değer sistemlerine ilişkin algıları [Principals’ and teachers’ perceptions about school culture and value systems]. Education and Sciences, 35(156), 71-83.
  • Şahin, A. E. (2000). İlköğretim okulu müdürlerinin yeterlikleri [Competencies of primary school principals]. Educational Administration: Theory and Practice, 22(22), 243-260.
  • Şişman, M. (1996). Etkili okul yönetimi [Effective school management]. Eskişehir: Osmangazi Üniversitesi Fen Edebiyat Fakültesi.
  • Şişman, M. (2014). Öğretim liderliği [Instructional Leadership]. Ankara: Pegem.
  • Tabak, H., Şahin, F., & Yavuz Tabak, B. (2020). Okul yöneticilerinin karar alma yaklaşımları: Veriye dayalı karar almaya geçiş [School administrators decision making approaches: Transition to data-based decision making]. Turkish Journal of Social Research, 24(3), 713-725.
  • Tahaoğlu, F., & Gedikoğlu, T. (2009). İlköğretim okulu müdürlerinin liderlik rolleri [Leadership roles of primary school principals]. Educational Administration: Theory and Practice, 15(58), 274-298.
  • Talbert, J. E. (2010). Professional learning communities at the crossroads: How systems hinder or engender change. In Second international handbook of educational change (pp. 555-571). Springer, Dordrecht.
  • Taş, A. & Önder, E. (2010). Yöneticilerin liderlik davranışlarının personel iş doyumuna etkisi [The effect of administrators leadership behaviors on staff job satisfaction]. Electronic Journal of Social Sciences, 9(32), 17-30.
  • TEDMEM. (2019). 2018 eğitim değerlendirme raporu [2018 education evaluation report]. Ankara: Türk Eğitim Derneği.
  • Terzi, R., Gocen, A., & Kaya, A (2020). Spiritual leaders for building trust in the school context. Eurasian Journal of Educational Research, 20(86), 135-156. DOI: 10.14689/ejer.2020.86.7
  • Uslu, B. (2013). Opinions of academicians from educational administration field about school principals’ competencies. Marmara University Atatürk Faculty of Education Journal of Educational Sciences, 37(37), 172-188.
  • Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80-91.
  • Walker, A. (2010). Building and leading learning cultures. In T. Bush, L. Bell, & D. Middlewood (Eds) The principles of educational leadership & management (pp. 176-196). London: SAGE.
  • Yıldırım, A., & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. (8. Edition). Ankara: Seçkin.
  • Yılmaz, A., & Boğa Ceylan, Ç. (2011). İlköğretim okul yöneticilerinin liderlik davranış düzeyleri ile öğretmenlerin iş doyumu ilişkisi [Relationship between primary school administrators’ leadership behavior and job satisfaction of teachers]. Educational Administration: Theory and Practice, 2(2), 277-394.
There are 85 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Emre Sönmez 0000-0002-2853-7956

Zeki Öğdem 0000-0002-2051-3976

Emre Er 0000-0002-9084-6768

Publication Date July 31, 2023
Published in Issue Year 2023 Volume: 7 Issue: 2

Cite

APA Sönmez, E., Öğdem, Z., & Er, E. (2023). Examining the Leadership Behaviors of Primary School Principals: A Phenomenological Study. Türk Akademik Yayınlar Dergisi (TAY Journal), 7(2), 518-550.

25622   2841219117  1911819119                27281 27284 27285 27290   27291 27292 27294 28976