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)

Региональные экологические проблемы: экологический мониторинг и менеджментOne 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 = Вода является ограниченным ресурсом, одним из неотъемлемых элементов человеческой жизни. Быстрое увеличение населения Земли и усилия, направленные на повышение уровня жизни людей, оказывают негативное воздействие на экологические богатств

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