The psychological resilience of teachers has gained significant attention due to its positive effects on schools and students. This cross-sectional quantitative study investigates the moderating roles of gender and the length of time spent with the school principal in the relationship between principals' empowering leadership behaviors and teachers' psychological resilience. Data were collected from 362 teachers working in public primary, secondary, and high schools in Siirt, Türkiye. Descriptive statistics, correlation analysis, and moderation analysis using the bootstrapping method were applied to analyze the data. The findings reveal that the empowering leadership behaviors of school principals positively correlate with teachers' psychological resilience, with variations based on gender and time spent with the principal. Specifically, the relationship is stronger for female teachers compared to male teachers and for those who have spent more time with the school principal. These results offer theoretical insights and practical recommendations for enhancing teacher resilience through leadership practices, highlighting the importance of understanding contextual and demographic factors.

There is a consensus in the literature that the integrated leadership approach, which includes different leadership styles, has an impact on teachers’ emotions as well as their behaviors. The aim of this study is to examine the moderator role of distributed leadership in the effect of servant leadership on teachers’ teaching enthusiasm through their subjective well-being in Turkish schools. In this cross-sectional study, a moderated mediation model was tested with a quantitative approach. The analyses were conducted with data collected from 827 teachers from 81 provinces of Türkiye. The study results revealed that there was no significant direct relationship between servant leadership and teaching enthusiasm; however, there was a significant and positive relationship between servant leadership and teacher subjective well-being and between teacher subjective well-being and teaching enthusiasm. Additionally, the study found that when distributed leadership was high, the relationship between servant leadership and teacher subjective well-being and the indirect effect of servant leadership on teaching enthusiasm through teacher subjective well-being were strengthened. In other words, the study concluded that school principals who exhibit both servant and distributed leadership can increase teachers’ teaching enthusiasm by improving teachers’ subjective wellbeing.

Bu araştırmanın amacı; okul yöneticilerinin veriye dayalı karar verme kavramına ilişkin algılarını, veriye dayalı karar sürecinin işleyişi, bu sürece etki eden faktörleri ve sürecin iyileştirilmesine yönelik önerileri incelemektir. Nitel yöntemle gerçekleştirilen çalışmada olgu bilim deseni benimsenmiştir. Katılımcıların belirlenmesinde amaçlı örnekleme yöntemlerinden maksimum çeşitlilik ve ölçüt örnekleme teknikleri kullanılmıştır. Kahramanmaraş il merkezinde görev yapan 17 okul yöneticisi çalışma grubuna dâhil edilmiştir. Verilerin analizi önce betimsel ardından içerik analiz yapılarak çözümlenmiştir. Araştırmanın sonuçlarına göre; yöneticiler veriyi daha çok sayısal değer olarak anlamlandırmakta dolayısıyla veriye dayalı karar vermeyi sayısal değerlere göre karar verme olarak kavramsallaştırmaktadır. Okulda kullanılan veri türlerinden öğrenci performans verisi en çok sözü edilen veri türü olmuştur. Yöneticiler verileri en çok bütçe oluşturmak için kullanmaktadırlar. Veriler genellikle ilgili oldukları sistemlerden toplanarak düzenlenmektedir. Verilerden yararlanma şekli yöneticiler tarafından verilerin analiz edilmesi şeklinde olduğu gibi; yöneticilerin analiz edilmiş halde bulunan hazır raporlardan yararlanması şeklinde de olabilmektedir. Ardından kurul toplantılarında tartışılmakta ve alınan kararlar uygulanmaktadır. Veriye dayalı karar vermeyi etkileyen en önemli faktörler, verinin tamlığı ve veriyi kullanan kişinin tutumudur. Yöneticiler verilerin raporlaştırılarak ayrıntılı dönütler şeklinde kendilerine sunulmasını istemektedir.

Bu araştırmanın amacı, Türkiye’de 2003-2021 yılları arasında okul yöneticilerinin kullandıklarını güç kaynakları konusunda yapılan tez ve makale çalışmalarını kapsamlı ve bütüncül bir şekilde analiz etmektir. Araştırmada betimsel içerik analizi yöntemi kullanıldı. Araştırmada, dâhil etme kriterlerine uyan 48’i tez ve 30’u makale olmak üzere 78 çalışma incelendi. İlgili çalışmaları çeşitli değişkenlere göre değerlendirmek amacıyla kodlama formu oluşturuldu, toplanan veriler Excel programına aktarıldı ve elde edilen kategorilerin frekans ve yüzde değerleri verildi. Okul yöneticilerinin kullandıkları güç kaynakları konulu çalışmaların, çoğunlukla 2015-2018 yılları arasında, Ege ve İstanbul bölgelerinde, farklı okul türlerinde ve tek yazarlı olarak gerçekleştirildiği görüldü. Çalışmalarda metodolojik olarak genellikle nicel araştırma yöntemi, ilişkisel tarama deseni, anket tipi veri toplama aracı, basit seçkisiz örneklem belirleme yöntemi ve kestirimsel analiz tekniği kullanılmıştır. Okul yöneticilerinin güç kaynaklarıyla birlikte en çok örgütsel sessizlik, sinizm ve bağlılık gibi örgütsel davranış çalışma alanları araştırılmıştır. Araştırmacılara metodolojik olarak çeşitlemeye gidilmesi ve kapsamlı çalışmalar yapılması önerilmiştir.

Academic optimism has been one of the important study subjects of researchers in recent years due to its impact on organizational variables and schools, especially in the field of educational management and leadership. This study aims to examine the mediating role of collaborative teacher professional learning and the moderating role of enabling school structure in the relationship between leadership team coherence and academic optimism. Therefore, the study was designed as a cross-sectional study in quantitative research method. And 1204 teachers working in 1204 public schools in 52 provinces in the west, middle, east, north, and south of Türkiye, determined by stratified random sampling method, participated in the research. Results showed that collaborative teacher professional learning mediated the relationship between leadership team coherence and teachers’ academic optimism. Additionally, the effect of leadership team coherence on collaborative teacher professional learning, and through collaborative teacher professional learning on academic optimism, was stronger when the enabling school structure was moderate and high. Our results provide evidence that in the Turkish school context, enabling school structure moderates the effect of leadership team cohesion on teachers’ academic optimism through collaborative learning. Our research also provides valuable insights that can provide a framework for promoting collaboration and an enabling structure in schools.

This meta-analysis study aimed to examine the effect of data literacy education, which affects data-based decision processes, on data use knowledge and skills of school administrators and teachers. Therefore, theses of data literacy education for school administrators and teachers and relevant studies in peer-reviewed journals were examined through several databases. The study was conducted using the Comprehensive Meta-Analysis (CMA) software, using a total of eight studies published between 2006-2021. The results revealed that the selected studies were heterogeneous. Therefore, a random effects model was applied in the study. The overall effect size value of data literacy education was calculated as 2.16, suggesting that a data literacy education makes a positive high contribution to data use knowledge and skills of school administrators and teachers. The subgroup analyzes conducted to determine the source of heterogeneity in results have shown that data literacy education did not differ by type and country of publications, but varied by type of participants, where studies conducted with mixed participants had high effect values. Based on these results, it can be suggested that data literacy education given to school administrators and teachers should be expanded in all countries and education levels, and a meta-analysis of studies conducted in correlation between data literacy and different variables.