Bu çalışmada öncelikle farklı kurum ve kuruluşlar tarafından çerçevesi çizilen ve bireylerin edinmeleri gerekli 21.Yüzyıl becerileri ortaya konulmuştur. Ardından 21.Yüzyıl becerilerinin eğitim sistemi içinde öğrencilere nasıl kazandırılabileceği incelenmiştir. Bu bağlamda incelenen farklı rapor, doküman ve araştırmalara göre 21.Yüzyıl becerilerinin temel beceriler ve okuryazarlık becerileri boyutlarında güçlü biçimde tartışıldığı görülmüştür. Temel beceriler eleştirel düşünme, problem çözme, yenilikçilik ve yeni fikirler üretme, iş birliği ve iletişim, liderlik, kültürler arası ve küresel farkındalık niteliklerine vurgu yapmaktadır. Okuryazarlık becerileri ise Bilgi ve iletişim teknolojileri (BİT) okuryazarlığı, Bilgi okuryazarlığı, Temel içerik bilgisine ilişkin okuryazarlık (Ana dil, sanat, ekonomi, coğrafya, vatandaşlık, Matematik ve fen okuryazarlığı), sağlık, çevre ve finansal okuryazarlık niteliklerine vurgu yapmaktadır. Bu becerilerin eğitim sistemi içinde kazandırılabilmesine yönelik zihniyet dönüşümü, farkındalık oluşturma, öğretmen niteliklerini geliştirme ve eğitim programlarında düzenlemeler gibi önerilerde bulunulmuştur.

Empirical research advocates that the instructional leadership behaviors of school principals affect teachers’ collaboration, professional motivation and commitment. This study, conducted in Istanbul province of Turkey, focused on the mediating role of collective teacher efficacy with regard to the relationship between school principals’ instructional leadership behaviors and teacher commitment. The sample consisted of 247 teachers and the study adopted the survey method. The results of multiple regression analysis displayed that school principals’ instructional leadership behaviors could predict teacher commitment; thus, the collective teacher efficacy was found to be a mediator. More specifically, it was found that school principals’ instructional leadership behaviors increased collaboration between teachers, which contributed to their commitment to school. Finally, the results were discussed and a number of suggestions were made for researchers and practitioners.

This systematic review aims to investigate the relationship between school principals’ leadership behaviours and teachers’ job satisfaction. With this purpose, studies that focused on this relationship in the literature were examined. Twenty-seven studies found in different databases (i.e. ERIC, WOS, SCOPUS and ULAKBİM) were included in the analysis. These studies mostly focused on the relationships between school principals’ transformational and interaction leadership behaviours and teachers’ job satisfaction. Additionally, job satisfaction was also studied in relation to servant leadership, ethical leadership, distributive leadership, individual- and task-oriented leadership and school leadership behaviours. Based on the findings of the studies examined, school principals’ transformation leadership behaviours were found to have stronger relationships with teachers’ job satisfaction compared to interactional leadership behaviours and were an important predictor of job satisfaction. Negative relationships were revealed between laissez-faire leadership and job satisfaction. On the other hand, school principals’ servant leadership and ethical leadership behaviours were found to be important variables in ensuring job satisfaction. Lastly, school principals’ administrative behaviours that encourage participation and are flexible, sharing leadership at school, and exhibiting individual-oriented and supportive leadership behaviours were revealed to enhance teachers’ job satisfaction.

Purpose: This study sought to provide an understanding of what a culturally contextualized model of instructional leadership looks like in Turkey, and how this differs from models disseminated in the USA.Design/methodology/approach: This study employed qualitative meta-synthesis to systematically review the full set of 22 qualitative studies of instructional leadership in Turkey. A systematic synthesis strategy was applied to code the findings from each study to develop broad themes that describe key domains of principal instructional leadership practice.Findings: The results showed that instructional leadership of school principals in Turkey is composed of four main dimensions and ten subdimensions. The main dimensions include: (1) emphasis on national goals and competition, (2) maintaining the learning environment, (3) motivating and enabling teachers, and (4) monitoring program alignment and test results.Research limitations/implications: While broad dimensions of instructional leadership described in the international literature are relevant in Turkey, some practices used to enact those dimensions appear poorly aligned with the institutional–cultural context of Turkish schools. Thus, findings from this study support the assertion that the specific practices used to measure, assess and practice instructional leadership must be adapted to the context of a specific society.Originality/value: This paper contributes to international efforts to develop a globally validated knowledge base in educational leadership and management.

Purpose: The purpose of this paper is to examine the relationship between school principals’ instructional leadership behaviors, teacher self-efficacy, and collective teacher efficacy.Design/methodology/approach: The participants were a total of 427 teachers working in elementary, middle, and high schools located in the Cekmekoy district of Istanbul. The data were gathered through the “Effective School Leadership Scale,” the “Teacher Self-Efficacy Scale,” and the “Collective Efficacy Scale.” Arithmetic mean, Pearson product-moment correlation coefficient, and multiple linear regression analysis were used in the data analysis.Findings: The results revealed positive and significant relationships between school leadership, teacher self-efficacy, and collective teacher efficacy. In addition, effective school leadership behaviors and teacher self-efficacy perceptions were found to be positive and significant predictors of collective teacher efficacy perceptions.Originality/value: School principals can implement practices to enhance teachers’ competence, to make them feel more effective and competent as a group. In this sense, teachers who do not feel competent can be guided by those who have more experience in the profession. Additionally, opportunities through which they can experience success can be created for these teachers.

In this study, the kinds of shares made by science teachers in a WhatsApp group as an online community of practice to support professional development were examined. The netnographic research method, one of the qualitative research methods, was used in the study. The messages shared by 12 science teachers, who worked at a private school between the years 2015-2016, in the WhatsApp group were examined in the study. Content analysis was applied to the data, and the themes were created. In the study, it was observed that teachers made shares in four different themes that support professional development. These were found to be shares for field knowledge, shares for pedagogical content knowledge, shares for in-school teaching practices and shares for emotional support among teachers. In this context, it was revealed that programs providing online chatting opportunities could be an important tool in ensuring the professional development of teachers.