Instructional Leadership in a Centralized and Competitive Educational System: A Qualitative Meta-Synthesis of Research from Turkey

Autor/inn/en	Gümüs, Sedat; Hallinger, Philip; Cansoy, Ramazan; Bellibas, Mehmet Sükrü
Titel	Instructional Leadership in a Centralized and Competitive Educational System: A Qualitative Meta-Synthesis of Research from Turkey
Quelle	In: Journal of Educational Administration, 59 (2021) 6, S.702-720 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gümüs, Sedat) ORCID (Cansoy, Ramazan) ORCID (Bellibas, Mehmet Sükrü)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/JEA-04-2021-0073
Schlagwörter	Instructional Leadership; Principals; Centralization; Competition; Educational Administration; Educational Objectives; Educational Environment; Teacher Motivation; Alignment (Education); High Stakes Tests; Comparative Education; Cultural Context; Foreign Countries; Educational Research; Turkey; United States + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Principal; Schulleiter; Centralisation; Zentralisierung; Wettkampf; Bildungsverwaltung; Schuladministration; Schulverwaltung; Educational objective; Bildungsziel; Erziehungsziel; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Vergleichende Erziehungswissenschaft; Ausland; Bildungsforschung; Pädagogische Forschung; Türkei; USA
Abstract	Purpose: This study sought to provide an understanding of what a culturally contextualized model of instructional leadership looks like in Turkey, and how this differs from models disseminated in the USA. Design/methodology/approach: This study employed qualitative meta-synthesis to systematically review the full set of 22 qualitative studies of instructional leadership in Turkey. A systematic synthesis strategy was applied to code the findings from each study to develop broad themes that describe key domains of principal instructional leadership practice. Findings: The results showed that instructional leadership of school principals in Turkey is composed of four main dimensions and ten subdimensions. The main dimensions include: (1) emphasis on national goals and competition, (2) maintaining the learning environment, (3) motivating and enabling teachers, and (4) monitoring program alignment and test results. Research limitations/implications: While broad dimensions of instructional leadership described in the international literature are relevant in Turkey, some practices used to enact those dimensions appear poorly aligned with the institutional-cultural context of Turkish schools. Thus, findings from this study support the assertion that the specific practices used to measure, assess and practice instructional leadership must be adapted to the context of a specific society. Originality/value: This paper contributes to international efforts to develop a globally validated knowledge base in educational leadership and management. (As Provided).
Anmerkungen	Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01