Purpose: This study aims to explore the relationship between authoritarian leadership and commitment and the mediating roles of silence and trust in school principals.Design/methodology/approach: This study employed a cross-sectional design to illustrate the relationships among authoritarian leadership, trust in the principal, silence and affective commitment using path analysis evidence provided by 409 K–12 teachers.Findings: The findings revealed that authoritarian leadership indirectly affected teacher commitment through trust in the principal and acquiescent silence. Furthermore, trust in the principal played a partial mediating role between authoritarian leadership and defensive silence. Authoritarian leadership behaviours decreased teachers' affective commitment by decreasing trust in the principal and increasing organisational silence.Originality/value: Although leadership and culture have been studied intensively in recent years, authoritarian leadership, which is more commonly seen in Eastern societies, has been less studied in school contexts in the Middle East and Asia. Thus, this study contributes to the literature by examining the factors that might influence affective commitment in schools in an urban setting: authoritarian leadership, silence and trust in school principals.

This study aims to examine the mediating role of ethical climate in the relationship between ethical leadership and job satisfaction. A cross-sectional survey was conducted for the study. Questionnaires were distributed to 641 teachers in Turkey. Regression analysis was conducted to determine the mediating effect of ethical climate. Bootstrapping tehchnique was used to test the hypotheses and the effects of mediation. Our results show that there is a positive relationship between principals' ethical leadership and teachers' job satisfaction and a positive relationship between ethical leadership and ethical climate. In addition, ethical climate partially mediated the relationship between ethical leadership and job satisfaction. Schools should focus on ethical leadership practices in the workplace. The study enriched the understanding of the factors that influence the relationship between ethical leadership, ethical climate and job satisfaction.

This study aims to examine teachers' opinions regarding the activities that can be performed at schools to ensure leadership development in students. Accordingly, an attempt to reveal what the leadership qualities of students should be, the activities that can be performed for the acquisition of leadership qualities and the applicability level of these activities was made within the scope of the present study. This study is a descriptive study designed in mixed model. Therefore, qualitative and quantitative research methods were used together in the present study. The study was carried out with 13 teachers in the qualitative part and with 304 teachers in the quantitative part. While the data were collected by a semi-structured interview in the qualitative part of the study, the

The purpose of this study was to examine the relationship between school principals’ instructional leadership and collaborative culture in schools. The study was conducted using a cross-sectional survey with a sample of 382 teachers. The data were collected through the Principal Instructional Management Rating Scale (PIMRS) and the School Culture Survey. Multiple regression analysis was used to estimate relationships among the variables. The study findings indicate that instructional leadership practices were significantly and positively related to collaborative culture in schools. The findings are discussed according to the related literature, and suggestions are made for policy and practice.

Bu çalışmanın amacı eğitim denetimi konusundaki lisansüstü tezlerinin belirlenen bazı değişkenler aracılığıyla incelenmesidir. Çalışmada nitel araştırma yöntemi kullanılmıştır. Araştırmada, Yükseköğretim Kurulu Tez Merkezinde yer alan ve erişim izni olan 150 adet lisansüstü eğitim tezi içerik analizi yöntemi ile analiz edilmiştir. Araştırma bulgularını göre Türkiye’de 1990 ile 2017 yılları arasında, eğitim denetimi konusunda en fazla tez 2011 yılında yazılmıştır. Konu ile ilgili 43 ayrı üniversitede tez çalışması yapılmış, en fazla tez Yeditepe Üniversitesi’nde (21) üretilmiştir. Doktora kademesinde ise en fazla tez Fırat Üniversitesi’nde (3) üretilmiştir. İncelenen çalışmalarda en çok işlenen konu, denetime yönelik olarak eğitim paydaşlarının algı ve görüşleri başlığında toplanmıştır. Araştırma kapsamında incelenen tezlerin çoğunda nicel yöntem ve tarama deseni kullanılmıştır. Nitel yöntemlerle yapılan çalışmaların sayısı oldukça az, karma yöntemlerin kullanıldığı çalışmaların sayısı ise yetersiz görünmektedir. Araştırmaların % 68’inde veri toplama aracı olarak anket ve ölçek kullanılmıştır. Araştırmalarda en fazla kullanılan veri analizi yöntemi t-testidir. Araştırma sonucunda, eğitim yönetimi alanında deneysel araştırmalara ve kuram geliştirmeye yönelik özgün çalışmalara ihtiyaç olduğu ortaya çıkmıştır.