21 research outputs found
How Leadership, School Culture, Collective Efficacy, Academic Self-Efficacy, and Socioeconomic Status Affect Student Achievement
The purpose of this study is to investigate the impact of instructional leadership and school culture in school-level, and academic self-efficacy and socioeconomic status in student-level on academic achievement. The study conducted with 194 teachers and 948 students at 30 schools in Cankiri province. The sample was composed of stratified sampling technique considering the number of teachers and students in schools. In the 2017-2018 academic year, teachers responded to the Organizational Culture Scale, Instructional Leadership Scale, and Collective Teacher Efficacy Scale. Additionally, students responded to the Academic Self-Efficacy Scale. For academic achievement, we used students' averages scores related to six courses. We checked five hypotheses in the study and analyzed them with two-level structural equation modeling. The findings showed that socioeconomic status, academic self-efficacy, and collective efficacy of teachers had a significant effect on the students' average academic achievement scores. Another result indicated that perceptions of teachers about school principals' instructional leadership had a significant effect on organizational culture perceptions. Moreover, perceptions of the organizational culture of teachers had a significant effect on their perception of collective efficacy.Cankiri Karatekin University [EF200217B20]This study is supported by Cankiri Karatekin University Research Fund Project Number: EF200217B20
Seasonal changes of chlorophyll-a values of the freshwater sources feeding in Gokova Bay (Mugla-Turkey)
Π Π΅Π³ΠΈΠΎΠ½Π°Π»ΡΠ½ΡΠ΅ ΡΠΊΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΏΡΠΎΠ±Π»Π΅ΠΌΡ: ΡΠΊΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠΉ ΠΌΠΎΠ½ΠΈΡΠΎΡΠΈΠ½Π³ ΠΈ ΠΌΠ΅Π½Π΅Π΄ΠΆΠΌΠ΅Π½ΡOne of the indispensable elements of human life, water is a limited resource. Rapidly increasing world population and efforts put forth to improve living standards of people bring about negative impacts on environmental riches = ΠΠΎΠ΄Π° ΡΠ²Π»ΡΠ΅ΡΡΡ ΠΎΠ³ΡΠ°Π½ΠΈΡΠ΅Π½Π½ΡΠΌ ΡΠ΅ΡΡΡΡΠΎΠΌ, ΠΎΠ΄Π½ΠΈΠΌ ΠΈΠ· Π½Π΅ΠΎΡΡΠ΅ΠΌΠ»Π΅ΠΌΡΡ
ΡΠ»Π΅ΠΌΠ΅Π½ΡΠΎΠ² ΡΠ΅Π»ΠΎΠ²Π΅ΡΠ΅ΡΠΊΠΎΠΉ ΠΆΠΈΠ·Π½ΠΈ. ΠΡΡΡΡΠΎΠ΅ ΡΠ²Π΅Π»ΠΈΡΠ΅Π½ΠΈΠ΅ Π½Π°ΡΠ΅Π»Π΅Π½ΠΈΡ ΠΠ΅ΠΌΠ»ΠΈ ΠΈ ΡΡΠΈΠ»ΠΈΡ, Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½Π½ΡΠ΅ Π½Π° ΠΏΠΎΠ²ΡΡΠ΅Π½ΠΈΠ΅ ΡΡΠΎΠ²Π½Ρ ΠΆΠΈΠ·Π½ΠΈ Π»ΡΠ΄Π΅ΠΉ, ΠΎΠΊΠ°Π·ΡΠ²Π°ΡΡ Π½Π΅Π³Π°ΡΠΈΠ²Π½ΠΎΠ΅ Π²ΠΎΠ·Π΄Π΅ΠΉΡΡΠ²ΠΈΠ΅ Π½Π° ΡΠΊΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠ΅ Π±ΠΎΠ³Π°ΡΡΡΠ²
Instructional leadership, power distance, teacher enthusiasm, and differentiated instruction in Turkey: testing a multilevel moderated mediation model
This study tested a moderated mediation model of instructional leadership's effects on differentiated instruction, with teacher enthusiasm as the mediator and power distance perceptions of teachers as the moderator. Using survey data from a sample of 772 teachers working at 55 secondary schools, the study performed multilevel structural equation modelling (MSEM) with Bayesian estimation to examine the structural relationships between principal instructional leadership, power distance, teacher enthusiasm, and differentiated instruction. Results replicated the previously established evidence that principal instructional leadership has indirect effects on differentiated instruction through promoting teacher enthusiasm. This study also extends the literature by bringing evidence that the effect of instructional leadership on teacher enthusiasm and differentiated practice is contingent upon the level of power distance in the relationships between teachers and principals. Key implications for policy and practice are discussed