A Systematic Review of Educational Leadership and Management Research in Turkey: Content Analysis of Topics, Conceptual Models, and Methods

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Autor/inn/en	Bellibas, Mehmet Sükrü; Gümüs, Sedat
Titel	A Systematic Review of Educational Leadership and Management Research in Turkey: Content Analysis of Topics, Conceptual Models, and Methods
Quelle	In: Journal of Educational Administration, 57 (2019) 6, S.731-747 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bellibas, Mehmet Sükrü) ORCID (Gümüs, Sedat)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/JEA-01-2019-0004
Schlagwörter	Foreign Countries; Educational Administration; Instructional Leadership; Educational Research; Research Methodology; Organizational Culture; Psychological Patterns; Academic Achievement; Educational Improvement; Leadership Role; Scholarship; Developing Nations; Turkey + Suchen Sie Ihr Suchwort? Ausland; Bildungsverwaltung; Schuladministration; Schulverwaltung; Instruction; Leadership; Bildung; Erziehung; Führung; Bildungsforschung; Pädagogische Forschung; Research method; Forschungsmethode; Unternehmenskultur; Schulleistung; Teaching improvement; Unterrichtsentwicklung; Scholarships; Stipendium; Developing country; Developing countries; Entwicklungsland; Türkei
Abstract	Purpose: While the current knowledge in the field of educational leadership and management (EDLM) has been primarily based on research produced in English-speaking Western societies, there have been significant efforts by other societies to contribute to the knowledge production, especially during the past decade. The purpose of this paper is to identify the contribution of Turkey to the international EDLM literature by investigating the topical focus, conceptual frameworks and research designs of papers published by EDLM scholars from Turkey. Design/methodology/approach: Descriptive content analysis method was employed to examine 315 empirical, review, conceptual and commentary papers published by Turkish scholars in core educational administration and Web of Science journals. The time period of the review left open-ended. However, in practical terms, it begins in the year 1994 when the first article from Turkey was published in any of the selected sources and ends at the end of 2018. Information relevant to the research was extracted from each article and was coded to facilitate quantitative analysis. Using Excel software, descriptive statistics including frequencies and percentages were provided for each research question. Findings: Results show that Turkish EDLM scholars mostly rely on survey based quantitative research approach, employing advanced statistical techniques in the analysis of the data. However, mixed method and qualitative studies are relatively less common. Organizational behavior, school leadership and emotions stand out as most frequently used topics, while Turkish scholars are not interested in analyzing the educational outcomes such as student achievement and school improvement. Consistent with the findings related to topical foci, a large number of those who were interested in correlational studies examined the relationship between leadership roles and organizational behaviors. Research limitations/implications: The data set only included journal articles and excluded conference proceedings, books and theses/dissertations. Nevertheless, the authors believe this review adds significantly to previous reviews of local EDLM journals conducted by Turkish scholars. The authors concluded that the Turkish scholars should direct their future research to exploring and better understanding the practices of Turkish principals in schools by: diversifying their research topics; incorporating more qualitative and mixed-method designs; and taking into account specific features of the culture and educational system in Turkey. Practical implications: Based on the current higher education context, reducing scholars' teaching load, diversifying research funding opportunities, and modifying access to tenure tracks seem necessary interventions to support EDLM research with strong ties to practice and to the sociocultural context. In addition, policy changes aiming professionalization of administrative positions and establishing some forms of formal training for school principalship are needed. Such changes can help transfer the knowledge produced by the Turkish EDLM researchers to the practice and provide solutions to problems related to school administration. Originality/value: This paper will add to recent effort to identify how a developing nation outside Western perspective approaches the field, and contributes to the global knowledge base. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01