Onur Erdoğan
Biographic Data
| ID | 344583 |
|---|---|
| NAME | Onur Erdoğan |
| GIVEN NAMES | Onur |
| FAMILY NAME | Erdoğan |
| SIGNATURE | ERDOĞAN O |
| AFFILIATIONS | Gazi University |
| ORCID | 0000-0002-3442-2303 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Exploring the moderation role of teacher cultural value profiles on the association between transformational leadership and teacher job satisfaction: Evidence from Turkish education context
This study aims to identify teachers’ cultural value profiles and to investigate how each profile moderates the empirical link between principal transformational leadership and teacher job satisfaction. Gathering data from a sample of 1062 teachers in 113 elementary and lower secondary schools in Türkiye, this cross-sectional study conducted latent profile analysis with moderation modelling to measure the structural links between study variables.…
Linking principal support and teacher resilience to teacher leadership in Türkiye: The mediating role of teacher work engagement
This study aims to test a mediated-effect model where principal support and teacher resilience are treated as independent variables, with work engagement serving as the mediator and teacher leadership as the dependent variable. Data were collected through surveys from a sample of 1240 teachers and analysed using confirmatory factor analysis and structural equation modelling. The findings substantiated our theoretical model, affirming the positive…
Enhancing changed teacher practice in culturally diverse schools through transformational and social justice leadership: A cross-level moderated mediation model
This study tested a cross-level moderated mediation model examining the empirical relationship between transformational leadership (TL) and changed teacher practice (CTP) in culturally diverse schools with significant immigrant populations in Türkiye. We propose teacher resilience (TR) as a mediator and social justice leadership (SJL) as a moderator. Data from 1408 teachers across 119 schools in Türkiye were analysed using multilevel structural e…
Linking teacher resistance, agency, and alienation: Principal support’s moderating role
This study examines the relationships between teacher resistance to change, teacher agency, and teacher work alienation and investigates whether principal support moderates these associations. Survey data were collected from 494 teachers working in public schools in Türkiye and analysed using confirmatory factor analysis and structural equation modeling. The findings supported the proposed model, indicating that teacher resistance to change is po…
From Principal Leadership Typologies to Teacher Resilience and Well-being: Testing a Multilevel Latent Profile Mediation Model
This study seeks to identify principals’ leadership typologies and explore whether and to what extent these profiles were linked with teacher resilience and well-being. Employing a data set of 1,831 teachers in 120 elementary and lower secondary schools in Türkiye, we developed and tested a multilevel latent profile mediation model where leadership typologies were treated as independent variables, teacher resilience as mediator, and teacher well-…
Leadership for learning, teacher epistemic curiosity and psychological safety: Promoting professional learning
This study examines a moderated mediation model investigating the effects of leadership for learning on teacher professional learning, with teacher epistemic curiosity as a mediator and psychological safety as a moderator. Employing data from 1034 teachers working in 94 schools across Türkiye, we conducted multilevel structural equation modelling with Bayesian estimation to analyse the empirical associations among the variables. The findings demo…
Exploring the links between school principals’ self-efficacy, open innovation mindset, transformational leadership, and artificial intelligence (AI) attitudes in Türkiye
This study tested a moderated mediation model of school principals’ self-efficacy effects on their artificial intelligence attitude, where transformational leadership was treated as the mediator and open innovation mindset as the moderator. Employing a cross-sectional survey design and gathering data from 393 school principals working in public schools across Türkiye, we performed a moderated mediation modelling with maximum likelihood estimation…
The roles of teacher autonomy and leader–member exchange in the link between distributed leadership and teacher zest for work in Türkiye: Testing a moderated mediation model
This study aimed to test a moderated mediation model, where the link between distributed leadership and teacher zest for work was examined, with leader–member exchange included as the moderator and teacher autonomy as a mediator. Using data from 718 teachers employed in basic education and upper secondary schools in Türkiye, we conducted latent moderated mediation structural equations modelling through maximum likelihood to estimate the structura…
Distributed Leaders’ Well-Being in Türkiye: Do School Principals’ Commitment and Trust Make a Difference
This study examines the role of distributed leadership behaviours in the empirical relationship between school principals’ commitment and trust with their well-being. Two main theories and the cultural and political context informed the design of this study. The theoretical background is based on Job Demands and Resources Theory and Self Determination Theory. The contextual background is based on a collectivist culture with a vertical hierarchica…
The mediator role of school climate in the relationship between instructional leadership behaviors of school principals and teacher autonomy
Purpose School principals should create a positive school climate through instructional leadership behaviors and support teacher autonomy to reach their ultimate goals. This study examines the relationship between the instructional leadership behaviors of school principals and teacher autonomy, testing the mediating role of school climate and the moderator role of teacher seniority. Design/methodology/approach This cross-sectional study tests the…
How national and school cultural factors influence the link between distributed leadership and collective teacher innovativeness: Testing a multilevel moderated mediation model
This study aimed to test a multilevel moderated mediation model, where the association between distributed leadership (DL) and collective teacher innovativeness (CTI) was examined, with collectivism (COL) included as the moderator and supportive school culture (SSC) as a mediator. Using data from 829 teachers employed in 61 elementary and lower secondary schools in Turkey, we conducted multilevel structural equation modelling through Bayesian to …
The Roles of Collective Teacher Efficacy and Commitment in the Relationship Between Turkish Language Teachers' Job Satisfaction and School Principal Distributed Leadership
The purpose of the current study was to investigate the relationship between principal distributed leadership and teacher job satisfaction, with the mediating role of collective teacher efficacy. It also investigated the moderating role of teacher commitment in the link between collective teacher efficacy and teacher job satisfaction. Drawing data from a sample of 338 Turkish language teachers in secondary schools in Turkey, the current study emp…
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The mediator role of school climate in the relationship between instructional leadership behaviors of school principals and teacher autonomy
Purpose School principals should create a positive school climate through instructional leadership behaviors and support teacher autonomy to reach their ultimate goals. This study examines the relationship between the instructional leadership behaviors of school principals and teacher autonomy, testing the mediating role of school climate and the moderator role of teacher seniority. Design/methodology/approach This cross-sectional study tests the…
How national and school cultural factors influence the link between distributed leadership and collective teacher innovativeness: Testing a multilevel moderated mediation model
This study aimed to test a multilevel moderated mediation model, where the association between distributed leadership (DL) and collective teacher innovativeness (CTI) was examined, with collectivism (COL) included as the moderator and supportive school culture (SSC) as a mediator. Using data from 829 teachers employed in 61 elementary and lower secondary schools in Turkey, we conducted multilevel structural equation modelling through Bayesian to …
The Roles of Collective Teacher Efficacy and Commitment in the Relationship Between Turkish Language Teachers' Job Satisfaction and School Principal Distributed Leadership
The purpose of the current study was to investigate the relationship between principal distributed leadership and teacher job satisfaction, with the mediating role of collective teacher efficacy. It also investigated the moderating role of teacher commitment in the link between collective teacher efficacy and teacher job satisfaction. Drawing data from a sample of 338 Turkish language teachers in secondary schools in Turkey, the current study emp…
Leadership for learning, teacher epistemic curiosity and psychological safety: Promoting professional learning
This study examines a moderated mediation model investigating the effects of leadership for learning on teacher professional learning, with teacher epistemic curiosity as a mediator and psychological safety as a moderator. Employing data from 1034 teachers working in 94 schools across Türkiye, we conducted multilevel structural equation modelling with Bayesian estimation to analyse the empirical associations among the variables. The findings demo…
Exploring the links between school principals’ self-efficacy, open innovation mindset, transformational leadership, and artificial intelligence (AI) attitudes in Türkiye
This study tested a moderated mediation model of school principals’ self-efficacy effects on their artificial intelligence attitude, where transformational leadership was treated as the mediator and open innovation mindset as the moderator. Employing a cross-sectional survey design and gathering data from 393 school principals working in public schools across Türkiye, we performed a moderated mediation modelling with maximum likelihood estimation…
The roles of teacher autonomy and leader–member exchange in the link between distributed leadership and teacher zest for work in Türkiye: Testing a moderated mediation model
This study aimed to test a moderated mediation model, where the link between distributed leadership and teacher zest for work was examined, with leader–member exchange included as the moderator and teacher autonomy as a mediator. Using data from 718 teachers employed in basic education and upper secondary schools in Türkiye, we conducted latent moderated mediation structural equations modelling through maximum likelihood to estimate the structura…
Distributed Leaders’ Well-Being in Türkiye: Do School Principals’ Commitment and Trust Make a Difference
This study examines the role of distributed leadership behaviours in the empirical relationship between school principals’ commitment and trust with their well-being. Two main theories and the cultural and political context informed the design of this study. The theoretical background is based on Job Demands and Resources Theory and Self Determination Theory. The contextual background is based on a collectivist culture with a vertical hierarchica…
Exploring the moderation role of teacher cultural value profiles on the association between transformational leadership and teacher job satisfaction: Evidence from Turkish education context
This study aims to identify teachers’ cultural value profiles and to investigate how each profile moderates the empirical link between principal transformational leadership and teacher job satisfaction. Gathering data from a sample of 1062 teachers in 113 elementary and lower secondary schools in Türkiye, this cross-sectional study conducted latent profile analysis with moderation modelling to measure the structural links between study variables.…
Linking principal support and teacher resilience to teacher leadership in Türkiye: The mediating role of teacher work engagement
This study aims to test a mediated-effect model where principal support and teacher resilience are treated as independent variables, with work engagement serving as the mediator and teacher leadership as the dependent variable. Data were collected through surveys from a sample of 1240 teachers and analysed using confirmatory factor analysis and structural equation modelling. The findings substantiated our theoretical model, affirming the positive…
Enhancing changed teacher practice in culturally diverse schools through transformational and social justice leadership: A cross-level moderated mediation model
This study tested a cross-level moderated mediation model examining the empirical relationship between transformational leadership (TL) and changed teacher practice (CTP) in culturally diverse schools with significant immigrant populations in Türkiye. We propose teacher resilience (TR) as a mediator and social justice leadership (SJL) as a moderator. Data from 1408 teachers across 119 schools in Türkiye were analysed using multilevel structural e…
Linking teacher resistance, agency, and alienation: Principal support’s moderating role
This study examines the relationships between teacher resistance to change, teacher agency, and teacher work alienation and investigates whether principal support moderates these associations. Survey data were collected from 494 teachers working in public schools in Türkiye and analysed using confirmatory factor analysis and structural equation modeling. The findings supported the proposed model, indicating that teacher resistance to change is po…
From Principal Leadership Typologies to Teacher Resilience and Well-being: Testing a Multilevel Latent Profile Mediation Model
This study seeks to identify principals’ leadership typologies and explore whether and to what extent these profiles were linked with teacher resilience and well-being. Employing a data set of 1,831 teachers in 120 elementary and lower secondary schools in Türkiye, we developed and tested a multilevel latent profile mediation model where leadership typologies were treated as independent variables, teacher resilience as mediator, and teacher well-…
Psychology (8 works) · Social Psychology (8 works) · Teacher Education and Leadership Studies (6 works) · Educational leadership (5 works) · Pedagogy (5 works) · Education Practices and Challenges (4 works) · Instructional leadership (4 works) · Mediation (4 works) · Multilevel model (4 works) · Sociology (4 works)