After three years of teaching experience, he started working as a research assistant at Gazi University. He completed his master's and doctorate degrees at Gazi University in the field of education management. In the years 2013 to 2014 he has been the USA as a visiting scholar at the Department of Educational Leadership and Policy Analysis at the School of Education at the University of Wisconsin-Madison. He is a faculty member at the Department of Educational Sciences at Gazi University as Associate Professor. He is currently working at University College London, Institute of Education as a Research Associate. He conducts research on issues such as higher education management, educational reform, educational leadership, financing of education, new institutionalism, and employability.
Main purpose of this research is the determination of educational needs of the families. To this ... more Main purpose of this research is the determination of educational needs of the families. To this end, the topics in which families find themselves competent or incompetent, the topics in which they are eager or reluctant to take part in the training, the sources they use to obtain information, the methods via which they want to receive training and the factors preventing them from participating in the training were determined, and they were compared according to the variables such as gender, age and income level.
Purpose – Failure to identify any significant relationships between principal leadership and stud... more Purpose – Failure to identify any significant relationships between principal leadership and student achievement has proved concerns about the assumed value and legitimacy of principal leadership. The purpose of this paper is to contribute to the current literature by empirically testing the relationships between the principal leadership and the teacher self-efficacy, a construct which has a proven impact on student achievement. The role of collective efficacy on the relationship between transformational leadership of principals and self-efficacy of teachers was a special focus for the study. Design/methodology/approach – A causal comparative research design was employed to study the direct, indirect, and mediating relationships among principal leadership, teacher self-efficacy, and collective efficacy in schools. The participants included a cluster-random sample of 813 primary school teachers. Data gathering instruments composed of a combination of the Multifactor Leadership Questionnaire, the Collective Teacher Efficacy Scale and the Teacher's Sense of Efficacy Scale. A structural equation modelling with path analysis was employed to test the research models and hypotheses. Findings – Findings of the study demonstrated that collective efficacy and transformation leadership jointly shape teachers' self-efficacy. There was a significant relationship between principals' transformational leadership and teachers' self-efficacy beliefs. This relationship was mediated and magnified by collective efficacy in schools. Research limitations/implications – The study has the common limitations of the self-reported perceptions of participants. Originality/value – The study enlightened the little-known causal relationship mechanisms through which transformational leadership practices of principals and collective efficacy of schools affect the self-efficacy beliefs of teachers. The findings are in line with the socio-cognitive theory which assumes the presence of reciprocal relationships among leadership, organization, and person domains in shaping organizational behaviors of teachers. The study also parallels with the emerging literature about the mediating effects of collective efficacy on the relationship between principal transformational leadership and teacher self-efficacy.
Eğitim ve toplum araştırmaları dergisi, Jun 28, 2022
Bu araştırmada öğretmen liderliğinin, okulun müdürlerinin liderlik stilleri ve okulların öğrenen ... more Bu araştırmada öğretmen liderliğinin, okulun müdürlerinin liderlik stilleri ve okulların öğrenen örgüt olma durumu ile ilişkisi araştırılmıştır. Bu kapsamda araştırma, Kazakistan’ın Türkistan ilindeki ortaokullarda görev yapan okul yöneticileri ve öğretmenlerden random olarak seçilen 635 kişilik bir örneklemde gerçekleştirilmiştir. Araştırma verilerinin toplanmasında Okullarda Liderlik Kapasitesi Ölçeği, Öğrenen Örgütlerin Boyutları Ölçeği ve Öğretmen Liderliği Ölçeği kullanılmıştır. Üç veri toplama aracının da Kazakistan ortaokullarında uygulanabilmesi için uyarlama çalışmaları yapılmıştır. Araştırma verilerinin analizinde betimsel ve yordayıcı istatistiksel yöntemler kullanılmıştır. Araştırma bulguları öğretmen liderliğinin, okul müdürlerinin liderlik stilleri ve öğrenen örgüt değişkenleri tarafından açıklandığını ortaya koymaktadır. Bu anlamda araştırmada ortaya konulan bulgular, eğitim sistemini reforme etme anlamında ciddi çabalar sarf eden Kazakistan için ve benzer çabaları sürdüren diğer ülkeler için önemli çıkarımlar sunmaktadır. Araştırma sonuçları, eğitim reformlarının başarısında kritik öneme sahip öğretmen liderliğinin gelişmesi için okullarının öğrenen örgüt olarak işlev görme kapasitesinin ve okul müdürlerinin özellikle yenilikçi liderlik kapasitelerini güçlendirilmesi gerektiğini göstermektedir.
We analyzed the links between access to higher education, exams, and equity in education in Türki... more We analyzed the links between access to higher education, exams, and equity in education in Türkiye. Next, we made numerous recommendations and referred to a phenomenon: ”The Magnus Effect” to delve into the problems of the relevant processes. After conducting a review of the literature, we came up with four core sources that produce equity issues: tracking, stratification, socioeconomic status, and the qualifying elimination system. One of the ironies was that access to higher education institutions is enabled via high-stakes national exams, which seem to legitimize the process while leading to countless more inequities.
The purpose of the current study was to examine relationships between teachers' perceived org... more The purpose of the current study was to examine relationships between teachers' perceived organizational support (POS), climate for initiative (CS), climate for psychological safety (CPS), and job satisfaction (JS). A cross-sectional correlational design was employed. The sample consisted of a randomly selected 397 high school teachers working in the central districts of Ankara, Türkiye. A structural equation modelling technique was utilized in the analyses of direct and indirect relationships between the study variables. Findings confirmed the proposed model. More specifically, teachers’ POS influenced their JS both directly and indirectly through CS and CPS. Findings also suggest that teachers' job satisfaction is more likely to increase in schools where the organizational support is high, in turn, they feel motivated to take initiative and feel psychologically safe. The findings of the study supported the assumptions of Herzberg’s Two Factor Motivation Theory where the in...
Main purpose of this research is the determination of educational needs of the families. To this ... more Main purpose of this research is the determination of educational needs of the families. To this end, the topics in which families find themselves competent or incompetent, the topics in which they are eager or reluctant to take part in the training, the sources they use to obtain information, the methods via which they want to receive training and the factors preventing them from participating in the training were determined, and they were compared according to the variables such as gender, age and income level.
Purpose – Failure to identify any significant relationships between principal leadership and stud... more Purpose – Failure to identify any significant relationships between principal leadership and student achievement has proved concerns about the assumed value and legitimacy of principal leadership. The purpose of this paper is to contribute to the current literature by empirically testing the relationships between the principal leadership and the teacher self-efficacy, a construct which has a proven impact on student achievement. The role of collective efficacy on the relationship between transformational leadership of principals and self-efficacy of teachers was a special focus for the study. Design/methodology/approach – A causal comparative research design was employed to study the direct, indirect, and mediating relationships among principal leadership, teacher self-efficacy, and collective efficacy in schools. The participants included a cluster-random sample of 813 primary school teachers. Data gathering instruments composed of a combination of the Multifactor Leadership Questionnaire, the Collective Teacher Efficacy Scale and the Teacher's Sense of Efficacy Scale. A structural equation modelling with path analysis was employed to test the research models and hypotheses. Findings – Findings of the study demonstrated that collective efficacy and transformation leadership jointly shape teachers' self-efficacy. There was a significant relationship between principals' transformational leadership and teachers' self-efficacy beliefs. This relationship was mediated and magnified by collective efficacy in schools. Research limitations/implications – The study has the common limitations of the self-reported perceptions of participants. Originality/value – The study enlightened the little-known causal relationship mechanisms through which transformational leadership practices of principals and collective efficacy of schools affect the self-efficacy beliefs of teachers. The findings are in line with the socio-cognitive theory which assumes the presence of reciprocal relationships among leadership, organization, and person domains in shaping organizational behaviors of teachers. The study also parallels with the emerging literature about the mediating effects of collective efficacy on the relationship between principal transformational leadership and teacher self-efficacy.
Eğitim ve toplum araştırmaları dergisi, Jun 28, 2022
Bu araştırmada öğretmen liderliğinin, okulun müdürlerinin liderlik stilleri ve okulların öğrenen ... more Bu araştırmada öğretmen liderliğinin, okulun müdürlerinin liderlik stilleri ve okulların öğrenen örgüt olma durumu ile ilişkisi araştırılmıştır. Bu kapsamda araştırma, Kazakistan’ın Türkistan ilindeki ortaokullarda görev yapan okul yöneticileri ve öğretmenlerden random olarak seçilen 635 kişilik bir örneklemde gerçekleştirilmiştir. Araştırma verilerinin toplanmasında Okullarda Liderlik Kapasitesi Ölçeği, Öğrenen Örgütlerin Boyutları Ölçeği ve Öğretmen Liderliği Ölçeği kullanılmıştır. Üç veri toplama aracının da Kazakistan ortaokullarında uygulanabilmesi için uyarlama çalışmaları yapılmıştır. Araştırma verilerinin analizinde betimsel ve yordayıcı istatistiksel yöntemler kullanılmıştır. Araştırma bulguları öğretmen liderliğinin, okul müdürlerinin liderlik stilleri ve öğrenen örgüt değişkenleri tarafından açıklandığını ortaya koymaktadır. Bu anlamda araştırmada ortaya konulan bulgular, eğitim sistemini reforme etme anlamında ciddi çabalar sarf eden Kazakistan için ve benzer çabaları sürdüren diğer ülkeler için önemli çıkarımlar sunmaktadır. Araştırma sonuçları, eğitim reformlarının başarısında kritik öneme sahip öğretmen liderliğinin gelişmesi için okullarının öğrenen örgüt olarak işlev görme kapasitesinin ve okul müdürlerinin özellikle yenilikçi liderlik kapasitelerini güçlendirilmesi gerektiğini göstermektedir.
We analyzed the links between access to higher education, exams, and equity in education in Türki... more We analyzed the links between access to higher education, exams, and equity in education in Türkiye. Next, we made numerous recommendations and referred to a phenomenon: ”The Magnus Effect” to delve into the problems of the relevant processes. After conducting a review of the literature, we came up with four core sources that produce equity issues: tracking, stratification, socioeconomic status, and the qualifying elimination system. One of the ironies was that access to higher education institutions is enabled via high-stakes national exams, which seem to legitimize the process while leading to countless more inequities.
The purpose of the current study was to examine relationships between teachers' perceived org... more The purpose of the current study was to examine relationships between teachers' perceived organizational support (POS), climate for initiative (CS), climate for psychological safety (CPS), and job satisfaction (JS). A cross-sectional correlational design was employed. The sample consisted of a randomly selected 397 high school teachers working in the central districts of Ankara, Türkiye. A structural equation modelling technique was utilized in the analyses of direct and indirect relationships between the study variables. Findings confirmed the proposed model. More specifically, teachers’ POS influenced their JS both directly and indirectly through CS and CPS. Findings also suggest that teachers' job satisfaction is more likely to increase in schools where the organizational support is high, in turn, they feel motivated to take initiative and feel psychologically safe. The findings of the study supported the assumptions of Herzberg’s Two Factor Motivation Theory where the in...
Palgrave Handbook of Educational Leadership and Management Discourse, 2022
Since the urbanization of many nations' populations, schools have become increasingly bureaucrati... more Since the urbanization of many nations' populations, schools have become increasingly bureaucratized, often becoming the basic building blocks of larger school systems. Despite this, schools have retained some of their unique properties because of varying student needs and expectations of the immediate cultural and economic environments. Since the late twentieth century, the market ideology within neoliberalism has become a dominant feature of them, often advanced in the guise of education reforms. In this regard, strict standardization and accountability policies have been introduced to push schools to produce uniform student outcomes, often embedded in the agenda of reducing or eliminating achievement gaps between identifiable student groups by race or class. Within the scope of these policies, competition between schools has been encouraged through school choice reforms and ranking of schools. Professional associations and educational agencies at different governmental levels have supplemented these policies through identifying the socalled result-oriented leadership practices for school principals. Despite much legislation and financial investment, schools have produced overall disappointing results, especially in the academic subjects. Competition between schools has worsened the situation of low performing and culturally different students. Teachers have not always supported the applications and goals prescribed by these policies, and their unions have sometimes adopted a hostile reaction to them. Howbeit, school principals have struggled to be effective leaders, even as their increased workload has resulted pushing it to the classroom teacher level. Accordingly, rigid policies have failed to address the highly variable human aspects of education, and the one-size-fits-all approach centered on eliminating achievement gaps has not been able to transform school contexts to conform to policy requirements. One paradox of this dilemma is that as instruction becomes more effective it increases rather than decreases the achievement differences between students. The aim of decreasing achievement gaps through standardization is therefore somewhat of "a fool's errand."
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