Learning-centred leadership and change in teacher practice in Turkey: exploring the mediating effects of collaboration

References

• Alkharusi, H. 2008. “Effects of Classroom Assessment Practices on Students’ Achievement Goals.” Educational Assessment 13 (4): 243–266. doi:10.1080/10627190802602509.
   Google Scholar
• Barth, R. S. 1990. Improving Schools from Within. Teachers, Parents, and Principals Can Make the Difference. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Bellibaş, M. Ş., M. Polatcan, and A. Ç. Kılınç. 2020. “Linking Instructional Leadership to Teacher Practices: The Mediating Effect of Shared Practice and Agency in Learning Effectiveness” Educational Management Administration & Leadership 174114322094570. in press. doi:10.1177/1741143220945706.
   Web of Science ®Google Scholar
• Bellibaş, M. Ş., S. Gümüş, and A. Ç. Kılınç. 2020. “Principals Supporting Teacher Leadership: The Effects of Learning-Centred Leadership on Teacher Leadership Practices with the Mediating Role of Teacher Agency.” European Journal of Education 55 (2): 200–216. in press. doi10.1111/ejed.12387.
   PubMed Web of Science ®Google Scholar
• Birgili, B., Z. Kızıltepe, and F. N. Seggie. 2016. “Teaching Method Preferences of Teachers: The Cooperative Teaching Method.” World Studies in Education 17 (2): 37–52. doi:10.7459/wse/17.2.04.
   Google Scholar
• Blase, J. and J. Blase. 2000. “Effective Instructional Leadership: Teachers’ Perspectives on How Principals Promote Teaching and Learning in Schools.” Journal of Educational Administration 38(2): 130–141. doi:10.1108/09578230010320082
   Google Scholar
• Bolman, L. G., and T. E. Deal. 1997. Reframing Organizations: Artistry, Choice, and Leadership. 3rd ed. ed. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Bryk, A., E. Camburn, and K. Louis. 1999. “Professional Community in Chicago Elementary Schools: Facilitating Factors and Organizational Consequences.” Educational Administration Quarterly 35 (5): 751–781. doi:10.1177/0013161X99355004.
   Web of Science ®Google Scholar
• Bryk, A. S., P. B. Sebring, E. Allensworth, S. Luppescu, and J. Q. Easton. 2010. Organizing Schools for Improvement: Lessons from Chicago. Chicago, IL: University of Chicago Press.
   Google Scholar
• Çelik, Z., S. Gümüş, and B. S. Gür. 2017. “Moving beyond a Monotype Education in Turkey: Major Reforms in the Last Decade and Challenges Ahead.” In Multicultural Education in Glocal Perspectives (pp. 103-119)., edited by Y. K. Cha, J. Gundara, S. H. Ham, and M. Lee. Singapore: Springer.
   Google Scholar
• Clift, R. T., and M. Say. 1988. “Teacher Education: Collaboration or Conflict?” Journal of Teacher Education 39 (3): 2–7. doi:10.1177/002248718803900302.
   Web of Science ®Google Scholar
• Darling-Hammond, L. 2000. “Teacher Quality and Student Achievement: A Review of State Policy Evidence.” Educational Policy Analysis Archives 8 (1): 1–44. doi:10.14507/epaa.v8n1.2000.
   Web of Science ®Google Scholar
• Darling-Hammond, L. 2010. The Flat World and Education: How America’s Commitment to Equity Will Determine Our Future. New York, NY: Teachers College Press.
   Google Scholar
• DuFour, R. 2002. “The Learning-Centered Principal.” Educational Leadership 59 (8): 12–15.
   Web of Science ®Google Scholar
• DuFour, R. 2004. “What Is a Professional Learning Community?” Educational Leadership 61 (8): 6–11.
   Web of Science ®Google Scholar
• Duyar, I., S. Gümüş, and M. S. Bellibaş. 2013. “Multilevel Analysis of Teacher Work Attitudes: The Influence of Principal Leadership and Teacher Collaboration.” International Journal of Educational Management 27 (7): 700–719. doi:10.1108/IJEM-09-2012-0107.
   Google Scholar
• Edmonds, R. 1979. “Effective Schools for the Urban Poor.” Educational Leadership 37 (1): 15–23.
   Web of Science ®Google Scholar
• Elmore, R. F. 1996. “Getting to Scale with Successful Educational Practices.” Harvard Education Review 66: 1–26. doi:10.17763/haer.66.1.g73266758j348t33.
   Web of Science ®Google Scholar
• Farnsworth, S. J. 2015. “Principal LCL and Faculty Trust in the Principal.” Doctoral dissertation. ProQuest Dissertations and Thesis database. ( UMI No. 3732791)
   Google Scholar
• Frost, D. 2006. “The Concept of ‘Agency’ in Leadership for Learning.” Leading & Managing 12: 19–28.
   Google Scholar
• Frye, H. 1988. “The Principal’s Role in Teacher Preparation.” Journal of Teacher Education 39 (6): 54–58. doi:10.1177/002248718803900611.
   Web of Science ®Google Scholar
• Garet, M. S., A. C. Porter, L. Desimone, B. F. Birman, and K. S. Yoon. 2001. “What Makes Professional Development Effective? Results from a National Sample of Teachers.” American Educational Research Journal 38: 915–945. doi:10.3102/00028312038004915.
   Web of Science ®Google Scholar
• Geijsel, F., P. Sleegers, R. van den Berg, and G. Kelchtermans. 2001. “Conditions Fostering the Implementation of Large-Scale Innovation Programs in Schools: Teachers’ Perspectives.” Educational Administration Quarterly 37 (1): 130–166. doi:10.1177/00131610121969262.
   Web of Science ®Google Scholar
• Goddard, Y. L., R. D. Goddard, and M. Tschannen-Moran. 2007. “A Theoretical and Empirical Investigation of Teacher Collaboration for School Improvement and Student Achievement in Public Elementary Schools.” Teachers College Record 109 (4): 877–896.
   Web of Science ®Google Scholar
• Gümüş, S., Ç. Apaydın, and M. Ş. Bellibaş. 2018. “Adaptation of Teacher Professional Learning Scale to Turkish: The Validity and Reliability Study.” Journal of Education and Humanities 9 (17): 107–124.
   Google Scholar
• Gumus, S., O. Bulut, and M. S. Bellibas. 2013. “The Relationship between Principal Leadership and Teacher Collaboration in Turkish Primary Schools: A Multilevel Analysis.” Education Research and Perspectives 40(1): 1–29.
   Google Scholar
• Hair, J. F., C. M. Ringle, G. T. M. Hult, and M. Sarstedt. 2013. A Primer on Partial Least Squares Structural Equation Modeling (PLS-SEM). Thousand Oaks, CA: SAGE.
   Google Scholar
• Hallinger, P. 2011. “A Review of Three Decades of Doctoral Studies Using the Principal Instructional Management Rating Scale: A Lens on Methodological Progress in Educational Leadership.” Educational Administration Quarterly 47 (2): 271–306. doi:10.1177/0013161X10383412.
   Web of Science ®Google Scholar
• Hallinger, P., and J. Murphy. 1985. “Assessing the Instructional Management Behavior of Principals.” Elementary School Journal 86 (2): 217–247. doi:10.1086/461445.
   Web of Science ®Google Scholar
• Hallinger, P., P. Piyaman, and P. Viseshsiri. 2017. “Assessing the Effects of LCL on Teacher Professional Learning in Thailand.” Teaching and Teacher Education 67: 464–476. doi:10.1016/j.tate.2017.07.008.
   Web of Science ®Google Scholar
• Hallinger, P., and R. H. Heck. 1996. “Reassessing the Principal’s Role in School Effectiveness: A Review of Empirical Research, 1980-1995.” Educational Administration Quarterly 32 (1): 5–44. doi:10.1177/0013161X96032001002.
   Web of Science ®Google Scholar
• Hallinger, P., and R. H. Heck. 2010. “Collaborative Leadership and School Improvement: Understanding the Impact on School Capacity and Student Learning.” School Leadership and Management 30 (2): 95–110. doi:10.1080/13632431003663214.
   Google Scholar
• Hallinger, P., S. Gümüş, and M. S. Bellibaş. 2020. “Are Principals Instructional Leaders Yet?’ A Science Map of the Knowledge Base on Instructional Leadership, 1940–2018.” Scientometrics 122 (3): 1629–1650. doi:10.1007/s11192-020-03360-5.
   Web of Science ®Google Scholar
• Ham, S. H., I. Duyar, and S. Gumus. 2015. “Agreement of Self-Other Perceptions Matters: Analyzing the Effectiveness of Principal Leadership through Multi-Source Assessment.” Australian Journal of Education 59 (3): 225–246. doi:10.1177/0004944115603373.
   Web of Science ®Google Scholar
• Hayes, A. F. 2018. “Partial, Conditional, and Moderated Mediation: Quantification, Inference, and Interpretation.” Communication Monographs 85 (1): 4–40. doi:10.1080/03637751.2017.1352100.
   Web of Science ®Google Scholar
• Heck, R. H., and P. Hallinger. 2014. “Modeling the Longitudinal Effects of School Leadership on Teaching and Learning.” Journal of Educational Administration 52 (5): 653–681. doi:10.1108/JEA-08-2013-0097.
   Google Scholar
• Hidalgo-Cabrillana, A., and C. Lopez-Mayan. 2018. “Teaching Styles and Achievement: Student and Teacher Perspectives.” Economics of Education Review 67: 184–206. doi:10.1016/j.econedurev.2018.10.009.
   Web of Science ®Google Scholar
• Hord, S. M. 1988. “The Principal as Teacher Educator.” Journal of Teacher Education 39(3): 8–12. doi:10.1177/002248718803900303
   Web of Science ®Google Scholar
• Hu, L. T., and P. M. Bentler. 1999. “Cut off Criteria for Fit Indexes in Covariance Structure Analysis: Conventional Criteria versus New Alternatives.” Structural Equation Modeling: A Multidisciplinary Journal 6 (1): 1–55. doi:10.1080/10705519909540118.
   Web of Science ®Google Scholar
• Kennedy, M. 2016. “Parsing the Practice of Teaching.” Journal of Teacher Education 67 (1): 6–17. doi:10.1177/0022487115614617.
   Web of Science ®Google Scholar
• Kılınç, A. Ç., M. Ş. Bellibaş, and S. Gümüş. 2017. “Adaptation of Learning-Centered Leadership Scale: A Validity and Reliability Study.” Inonu University Journal of the Faculty of Education 18 (3): 132–144. doi:10.17679/inuefd.315124.
   Google Scholar
• Koellner, K., and J. Jacobs. 2014. “Distinguishing Models of Professional Development.” Journal of Teacher Education 66 (1): 51–67. doi:10.1177/0022487114549599.
   Web of Science ®Google Scholar
• Kruse, S. D., and K. S. Louis 1993. “An Emerging Framework for Analyzing School-Based Professional Community.” Paper presented at the Annual Meeting of American Research Association, Atlanta, GA, April, 12–16.
   Google Scholar
• Kwakman, K. 2003. “Factors Affecting Teachers’ Participation in Professional Learning Activities.” Teaching and Teacher Education 19 (2): 149–170. doi:10.1016/S0742-051X(02)00101-4.
   Web of Science ®Google Scholar
• Lai, E. 2015. “Enacting Principal Leadership: Exploiting Situated Possibilities to Build School Capacity for Change.” Research Papers in Education 30 (1): 70–94. doi:10.1080/02671522.2014.880939.
   Web of Science ®Google Scholar
• Leithwood, K., J. Sun, and R. Schumacker. 2019. “How School Leadership Influences Student Learning: A Test of “The Four Paths Model”.” Educational Administration Quarterly. Online first. d oi:0 01316 1X198 78772.
   PubMed Web of Science ®Google Scholar
• Leithwood, K. A., S. Patten, and D. Jantzi. 2010. “Testing a Conception of How School Leadership Influences Student Learning.” Educational Administration Quarterly 46 (5): 671–706. doi:10.1177/0013161X10377347.
   Web of Science ®Google Scholar
• Li, L., P. Hallinger, K. J. Kennedy, and A. Walker. 2016. “Mediating Effects of Trust, Communication, and Collaboration on Teacher Professional Learning in Hong Kong Primary Schools.” International Journal of Leadership in Education 20 (6): 697–716. doi:10.1080/13603124.2016.1139188.
   Web of Science ®Google Scholar
• Little, J. W. 1982. “Norms of Collegiality and Experimentation: Workplace Conditions of School Success.” American Educational Research Journal 19 (3): 325–340. doi:10.3102/00028312019003325.
   Web of Science ®Google Scholar
• Liu, S., P. Hallinger, and D. Feng. 2016a. “Supporting the Professional Learning of Teachers in China: Does Principal Leadership Make a Difference?” Teaching and Teacher Education 5: 79–91. doi:10.1016/j.tate.2016.05.023.
   Web of Science ®Google Scholar
• Liu, S., P. Hallinger, and D. Feng. 2016b. “Learning-Centered Leadership and Teacher Learning in China: Does Trust Matter?” Journal of Educational Administration 54 (6): 661–682. doi:10.1108/JEA-02-2016-0015.
   Web of Science ®Google Scholar
• Luyten, H., and M. Bazo. 2019. “Transformational Leadership, Professional Learning Communities, Teacher Learning and Learner Centred Teaching Practices; Evidence on Their Interrelations in Mozambican Primary Education.” Studies in Educational Evaluation 60: 14–31. doi:10.1016/j.stueduc.2018.11.002.
   Web of Science ®Google Scholar
• MacKinnon, D. P. 2008. An Introduction to Statistical Mediation Analysis. New York: Lawrence Erlbaum Associates.
   Google Scholar
• Manfra, M. M. 2019. “Action Research and Systematic, Intentional Change in Teaching Practice.” Review of Research in Education 43 (1): 163–196. doi:10.3102/0091732X1882113.
   Web of Science ®Google Scholar
• Marks, H. M., and S. M. Printy. 2003. “Principal Leadership and School Performance: An Integration of Transformational and Instructional Leadership.” Educational Administration Quarterly 39 (3): 370–397. doi:10.1177/0013161X03253412.
   Web of Science ®Google Scholar
• Marzano, R. J. 2003. What Works in Schools: Translating Research into Action. Alexandria, VA: Association for Supervision and Curriculum Development.
   Google Scholar
• Maulana, R., M. C. Opdenakker, and R. Bosker. 2016. “Teachers’ Instructional Behaviors as Important Predictors of Academic Motivation: Changes and Links across the Year.” Learning and Individual Differences 50: 147–156. doi:10.1016/j.lindif.2016.07.019.
   Web of Science ®Google Scholar
• Ministry of Education [MoNE]. 2018. “Turkey’s 2023 Education Vision.” http://2023vizyonu.meb.gov. tr/doc/2023_EGITIM_VIZYONU.pdf
   Google Scholar
• Moolenaar, N. M., P. J. C. Sleegers, and A. J. Daly. 2011. “Teaming Up: Linking Collaboration Networks, Collective Efficacy, and Student Achievement.” Teaching and Teacher Education 28 (2): 251–262. doi:10.1016/j.tate.2011.10.001.
   Web of Science ®Google Scholar
• Özdemir, N. 2019. “Principal Leadership and Students’ Achievement: Mediated Pathways of Professional Community and Teachers’ Instructional Practices.” KEDI Journal of Educational Policy 16 (1): 81–104.
   Web of Science ®Google Scholar
• Parise, L. M., and J. P. Spillane. 2010. “Teacher Learning and Instructional Change: How Formal and on-the-Job Learning Opportunities Predict Change in Elementary School Teachers’ Practice.” The Elementary School Journal 110 (3): 323–346. doi:10.1086/648981.
   Web of Science ®Google Scholar
• Pratt, W. E. 1958. “Can College Teachers Improve Instructional Practices ?” Journal of Teacher Education 9 (3): 248–251. doi:10.1177/002248715800900307.
   Web of Science ®Google Scholar
• Preacher, K. J., and A.F. Hayes, A.F. 2008. “Asymptotic and Resampling Strategies for Assessing and Comparing Indirect Effects in Multiple Mediator Models.” Behavior Research Methods, 40: 879–891 (2008). doi:10.3758/BRM.40.3.879 3 40
   Google Scholar
• Putnam, R. T., and H. Borko. 2000. “What Do New Views of Knowledge and Thinking Have to Say about Research on Teacher Learning?” Educational Researcher 29 (1): 4–15. doi:10.3102/0013189X029001004.
   Google Scholar
• Reardon, R. M. 2011. “Elementary School Principals’ LCL and Educational Outcomes: Implications for Principals’ Professional Development.” Leadership and Policy in Schools 10 (1): 63–83. doi:10.1080/15700760903511798.
   Google Scholar
• Recepoğlu, E., and A. Ç. Kılınç. 2014. “Raising and Selecting School Administrators in Turkey: Present Problems and Solutions.” Turkish Studies 9: 1817–1845. doi:10.7827/TurkishStudies.6136.
   Google Scholar
• Ross, J. A., and P. Gray. 2006. “School Leadership and Student Achievement: The Mediating Effects of Teacher Beliefs.” Canadian Journal of Education 29 (3): 798–822. doi:10.2307/20054196.
   Google Scholar
• Saphier, J., M. King, and J. D’Auria. 2006. “Three Strands Form Strong School Leadership.” Journal of Staff Development 27: 51–57.
   Google Scholar
• Sebastian, J., and E. Allensworth. 2012. “The Influence of Principal Leadership on Classroom Instruction and Student Learning: A Study of Mediated Pathways to Learning.” Educational Administration Quarterly 48(4): 626–63. doi:10.1177/0013161X11436273
   Web of Science ®Google Scholar
• Sebastian, J., E. Allensworth, and H. Huang. 2016. “The Role of Teacher Leadership in How Principals Influence Classroom Instruction and Student Learning.” American Journal of Education 123(1): 69–108. doi:10.1086/688169
   Web of Science ®Google Scholar
• Shachar, H., and H. Shmuelevitz. 1997. “Implementing Cooperative Learning, Teacher Collaboration and Teachers’ Sense of Efficacy in Heterogeneous Junior High Schools.” Contemporary Educational Psychology 22 (1): 53–72. doi:10.1006/ceps.1997.0924.
   Web of Science ®Google Scholar
• Slater, L. 2008. “Pathways to Building Leadership Capacity Educational Management.” Administration & Leadership 36 (1): 55–69. doi:10.1177/1741143207084060.
   Google Scholar
• Supovitz, J., P. Sirinides, and H. May. 2010. “How Principals and Peers Influence Teaching and Learning.” Educational Administration Quarterly 46 (1): 31–56. doi:10.1177/1094670509353043.
   Web of Science ®Google Scholar
• Tan, C. Y. 2014. “Influence of Contextual Challenges and Constraints on LCL.” School Effectiveness and School Improvement 25 (3): 451–468. doi:10.1080/09243453.2013.866967.
   Web of Science ®Google Scholar
• Thoonen, E. E., P. J. Sleegers, F. J. Oort, T. T. Peetsma, and F. P. Geijsel. 2011. “How to Improve Teaching Practices: The Role of Teacher Motivation, Organizational Factors, and Leadership Practices.” Educational Administration Quarterly 47 (3): 496–536. doi:10.1177/0013161X11400185.
   Web of Science ®Google Scholar
• Tschannen-Moran, M. 2001. “Collaboration and the Need for Trust.” Journal of Educational Administration 39 (4): 308–331. doi:10.1108/EUM0000000005493.
   Google Scholar
• Turan, S., and D. Y. Kılıçoğlu. 2017. “Evidence-Based Policy and Practice in Turkish Education System.” In Evidence and Public Good in Educational Policy, Research and Practice, edited by M. Y. Eryaman and B. Schneider, 199–216. Cham, Switzerland: Springer.
   Google Scholar
• Vescio, V., D. Ross, and A. Adams. 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. doi:10.1016/j.tate.2007.01.004.
   Web of Science ®Google Scholar
• Vincent, C., T. Tobin, and M. Van Ryzin. 2017. “Implementing Instructional Practices to Improve American Indian and Alaska Native Students’ Reading Outcomes: An Exploration of Patterns across Teacher, Classroom, and School Characteristics.” Journal of Teacher Education 68 (5): 435–450. doi:10.1177/0022487117702581.
   Web of Science ®Google Scholar
• York-Barr, J., and K. Duke. 2004. “What Do We Know about Teacher Leadership? Findings from Two Decades of Scholarship.” Review of Educational Research 74 (3): 255–316. doi:10.3102/00346543074003255.
   Web of Science ®Google Scholar