{"title":"实施教学领导力的挑战:土耳其校长的见解","authors":"Ramazan Cansoy, Sedat Gümüş, Allan Walker","doi":"10.1177/17411432241263915","DOIUrl":null,"url":null,"abstract":"The growing international literature on instructional leadership notes that its implementation often varies depending on cultural and contextual factors. Previous studies have indicated that while Turkish school principals demonstrate some instructional leadership behaviours, they frequently do not practice its key components such as shaping teacher professional development, goal setting, curriculum development and instructional supervision. This study used qualitative research methods, including interviews with 33 school principals, to identify and understand the major barriers hindering the implementation of instructional leadership in Türkiye. Factors such as a lack of authority, beliefs about the profession, workload, community context, inadequate resources and principal competency are key influences affecting the implementation and effectiveness of instructional leadership in Türkiye. The findings contribute to a broader understanding of the nature of instructional leadership in diverse cultural contexts.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":null,"pages":null},"PeriodicalIF":2.7000,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Challenges in implementing instructional leadership: Insights from Turkish school principals\",\"authors\":\"Ramazan Cansoy, Sedat Gümüş, Allan Walker\",\"doi\":\"10.1177/17411432241263915\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The growing international literature on instructional leadership notes that its implementation often varies depending on cultural and contextual factors. Previous studies have indicated that while Turkish school principals demonstrate some instructional leadership behaviours, they frequently do not practice its key components such as shaping teacher professional development, goal setting, curriculum development and instructional supervision. This study used qualitative research methods, including interviews with 33 school principals, to identify and understand the major barriers hindering the implementation of instructional leadership in Türkiye. Factors such as a lack of authority, beliefs about the profession, workload, community context, inadequate resources and principal competency are key influences affecting the implementation and effectiveness of instructional leadership in Türkiye. The findings contribute to a broader understanding of the nature of instructional leadership in diverse cultural contexts.\",\"PeriodicalId\":47885,\"journal\":{\"name\":\"Educational Management Administration & Leadership\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.7000,\"publicationDate\":\"2024-07-22\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Educational Management Administration & Leadership\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/17411432241263915\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Management Administration & Leadership","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/17411432241263915","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Challenges in implementing instructional leadership: Insights from Turkish school principals
The growing international literature on instructional leadership notes that its implementation often varies depending on cultural and contextual factors. Previous studies have indicated that while Turkish school principals demonstrate some instructional leadership behaviours, they frequently do not practice its key components such as shaping teacher professional development, goal setting, curriculum development and instructional supervision. This study used qualitative research methods, including interviews with 33 school principals, to identify and understand the major barriers hindering the implementation of instructional leadership in Türkiye. Factors such as a lack of authority, beliefs about the profession, workload, community context, inadequate resources and principal competency are key influences affecting the implementation and effectiveness of instructional leadership in Türkiye. The findings contribute to a broader understanding of the nature of instructional leadership in diverse cultural contexts.