Nedim Özdemir
Biographic Data
| ID | 4605685 |
|---|---|
| NAME | Nedim Özdemir |
| GIVEN NAMES | Nedim |
| FAMILY NAME | Özdemir |
| SIGNATURE | ÖZDEMIR N |
| AFFILIATIONS | Ege University |
| ORCID | 0000-0002-3054-926X |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Connecting Across Borders: A Systematic Review of How Information and Communication Technologies Influence Emotional, Social, and Cultural Dynamics in Transnational Families
This systematic review examines how information and communication technologies (ICT) shape emotional, social, and cultural dynamics within transnational families (TNFs). Drawing on 113 articles identified through a Zotero bibliographic library developed by Working Group 1 of the COST Action Transnational Family Dynamics in Europe [TraFaDy], the study synthesizes research on ICT‐mediated family practices within TNFs. Through descriptive coding and…
Beyond leadership: Unpacking trust and psychological climate in teachers’ knowledge sharing practices
Purpose This study developed and tested a multilevel moderated mediation model where transformational leadership was posited as the independent variable, teacher knowledge sharing as the outcome variable, psychological climate as the moderator, and teacher trust as the mediator. Design/methodology/approach Data derived from 962 teachers across 71 lower and upper secondary schools in Türkiye were analysed using structural equation modelling. Findi…
Exploring the moderator role of organisational ambidexterity in the relationship between instructional leadership and teacher instructional practices
This study aimed to explore schools’ ambidexterity profiles and examine how each profile influences the relationship between instructional leadership and teacher instructional practices. Using data from 1150 teachers across 108 schools in Turkey, we employed multilevel latent profile analysis to group schools into clusters based on aggregated teachers’ responses to organisational ambidexterity. We conducted moderation analyses with latent profile…
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.…
Teacher leadership profiles as moderators of the relationship between instructional leadership, teacher turnover intention, and limited classroom instruction
Cultivating collective teacher innovativeness in high power distance settings: The role of empowering leadership and collective teacher efficacy
Unpacking the microfoundations of educational innovation and change: A multi-level study of ambidexterity, commitment, and trust using Coleman’s bathtub model
Using data from 3,075 teachers and 246 school leaders, this study examines the microfoundations of ambidexterity in public schools. Drawing on Coleman’s bathtub model and the concept of contextual ambidexterity, we apply multilevel structural equation modelling to show that leader trust enhances organizational ambidexterity, fully mediated by teacher commitment and individual ambidexterity. By connecting individual- and organizational-level mecha…
Identifying adults’ learning strategy profiles in the workplace: Relations to organisational identity, work flexibility, and personal characteristics
Policymakers worldwide are grappling with devising robust policies aimed at enhancing adult learning, due to its growing significance in bolstering competitiveness within knowledge-based economies. However, there is scant research on adult learning strategies for improving intrapersonal or social practice approaches, particularly in work settings, and there is also limited understanding of how organisational and personal backgrounds can shape the…
Linking transformational leadership to teacher commitment and alienation: Do motivational climate profiles moderate
This study aimed to identify schools’ motivational climate profiles and tested how each profile moderates the linkage of transformational leadership with teacher commitment and alienation. Gathering data from 1193 teachers working in 103 schools in Türkiye, we employed multilevel moderation with a latent class variable to estimate the structural links between our variables. The study offered nuanced evidence to the literature by suggesting that s…
A systematic review of research on the relationship between school leadership and student achievement: An updated framework and future direction
This systematic review sought to expand our knowledge of the increasing research studies focusing on the empirical link between school leadership and student achievement. Using five different data sources (Scopus, WoS, ERIC, Google Scholar, and Retrospective Reference Harvesting Procedure), we created a data set of 144 journal articles. Descriptive analysis of bibliographic data and content analysis of full texts were employed in the review proce…
Principal job satisfaction, distributed leadership, teacher-student relationships, and student achievement in Turkey: A multilevel mediated-effect model
This study investigated the relationship between principal job satisfaction, distributed leadership, teacher-student relationships, and student reading achievement in Turkey. Using school- and teacher-level data from the PISA 2018 and TALIS 2018, we conducted a mediated-effect with antecedent effect model, in which the construct of teacher-student relationships was proposed as the mediator of the effects of distributed leadership on student achie…
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 …
Leading Knowledge Exploration and Exploitation in Schools: The Moderating Role of Teachers’ Open Innovation Mindset
Aim: The purpose of this paper is to identify teacher-level latent profiles of open innovation mindset and explore how these profiles moderate the effects of leader-member exchange on their exploitation and exploration activities. We also aim to investigate the indirect effects of principal transformational leadership on exploration activities via leader-member exchange. Research Design: Using a sample of 3,075 teachers working in 261 schools fro…
Trust in principals, leaders’ focus on instruction, teacher collaboration, and teacher self-efficacy: Testing a multilevel mediation model
A vast amount of contemporary research has been devoted to defining effective school leadership roles and practices and measuring their influence on school processes, structures and outcomes. This paper examines the effects of trust in principals and school leaders’ focus on instruction on teacher collaboration and teacher self-efficacy. Using teacher survey data collected from 45 lower secondary Turkish schools across the country in the 2018–201…
Learning–centred leadership and student achievement: Understanding the mediating effect of the teacher professional community and parental involvement
This paper examines the links between learning–centred leadership and student achievement through the mediating effect of teacher professional community and parental involvement. Using teacher and student survey data collected from 79 lower secondary Turkish schools in 12 provinces across the country in 2019, this study employs multilevel structural equation modelling. The findings of the current study add to the growing knowledge base in the non…
Instructional leadership, power distance, teacher enthusiasm, and differentiated instruction in Turkey: Testing a multilevel moderated mediation model
This study tested a moderated mediation model of instructional leadership’s effects on differentiated instruction, with teacher enthusiasm as the mediator and power distance perceptions of teachers as the moderator. Using survey data from a sample of 772 teachers working at 55 secondary schools, the study performed multilevel structural equation modelling (MSEM) with Bayesian estimation to examine the structural relationships between principal in…
Exploring Teachers’ Instructional Practice Profiles: Do Distributed Leadership and Teacher Collaboration Make a Difference
Purpose: While the literature includes multiple studies on the relationship between school leadership and instructional quality, they often use instructional practice as a continuous variable, assuming that a teacher would perform all sub-dimensions of instructional practice at a similar rate and failing to link distributed leadership to classroom teaching. Addressing these gaps in the literature, this study aims to identify teacher- and school-l…
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Trust in principals, leaders’ focus on instruction, teacher collaboration, and teacher self-efficacy: Testing a multilevel mediation model
A vast amount of contemporary research has been devoted to defining effective school leadership roles and practices and measuring their influence on school processes, structures and outcomes. This paper examines the effects of trust in principals and school leaders’ focus on instruction on teacher collaboration and teacher self-efficacy. Using teacher survey data collected from 45 lower secondary Turkish schools across the country in the 2018–201…
Learning–centred leadership and student achievement: Understanding the mediating effect of the teacher professional community and parental involvement
This paper examines the links between learning–centred leadership and student achievement through the mediating effect of teacher professional community and parental involvement. Using teacher and student survey data collected from 79 lower secondary Turkish schools in 12 provinces across the country in 2019, this study employs multilevel structural equation modelling. The findings of the current study add to the growing knowledge base in the non…
Instructional leadership, power distance, teacher enthusiasm, and differentiated instruction in Turkey: Testing a multilevel moderated mediation model
This study tested a moderated mediation model of instructional leadership’s effects on differentiated instruction, with teacher enthusiasm as the mediator and power distance perceptions of teachers as the moderator. Using survey data from a sample of 772 teachers working at 55 secondary schools, the study performed multilevel structural equation modelling (MSEM) with Bayesian estimation to examine the structural relationships between principal in…
Exploring Teachers’ Instructional Practice Profiles: Do Distributed Leadership and Teacher Collaboration Make a Difference
Purpose: While the literature includes multiple studies on the relationship between school leadership and instructional quality, they often use instructional practice as a continuous variable, assuming that a teacher would perform all sub-dimensions of instructional practice at a similar rate and failing to link distributed leadership to classroom teaching. Addressing these gaps in the literature, this study aims to identify teacher- and school-l…
A systematic review of research on the relationship between school leadership and student achievement: An updated framework and future direction
This systematic review sought to expand our knowledge of the increasing research studies focusing on the empirical link between school leadership and student achievement. Using five different data sources (Scopus, WoS, ERIC, Google Scholar, and Retrospective Reference Harvesting Procedure), we created a data set of 144 journal articles. Descriptive analysis of bibliographic data and content analysis of full texts were employed in the review proce…
Principal job satisfaction, distributed leadership, teacher-student relationships, and student achievement in Turkey: A multilevel mediated-effect model
This study investigated the relationship between principal job satisfaction, distributed leadership, teacher-student relationships, and student reading achievement in Turkey. Using school- and teacher-level data from the PISA 2018 and TALIS 2018, we conducted a mediated-effect with antecedent effect model, in which the construct of teacher-student relationships was proposed as the mediator of the effects of distributed leadership on student achie…
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 …
Leading Knowledge Exploration and Exploitation in Schools: The Moderating Role of Teachers’ Open Innovation Mindset
Aim: The purpose of this paper is to identify teacher-level latent profiles of open innovation mindset and explore how these profiles moderate the effects of leader-member exchange on their exploitation and exploration activities. We also aim to investigate the indirect effects of principal transformational leadership on exploration activities via leader-member exchange. Research Design: Using a sample of 3,075 teachers working in 261 schools fro…
Unpacking the microfoundations of educational innovation and change: A multi-level study of ambidexterity, commitment, and trust using Coleman’s bathtub model
Using data from 3,075 teachers and 246 school leaders, this study examines the microfoundations of ambidexterity in public schools. Drawing on Coleman’s bathtub model and the concept of contextual ambidexterity, we apply multilevel structural equation modelling to show that leader trust enhances organizational ambidexterity, fully mediated by teacher commitment and individual ambidexterity. By connecting individual- and organizational-level mecha…
Identifying adults’ learning strategy profiles in the workplace: Relations to organisational identity, work flexibility, and personal characteristics
Policymakers worldwide are grappling with devising robust policies aimed at enhancing adult learning, due to its growing significance in bolstering competitiveness within knowledge-based economies. However, there is scant research on adult learning strategies for improving intrapersonal or social practice approaches, particularly in work settings, and there is also limited understanding of how organisational and personal backgrounds can shape the…
Linking transformational leadership to teacher commitment and alienation: Do motivational climate profiles moderate
This study aimed to identify schools’ motivational climate profiles and tested how each profile moderates the linkage of transformational leadership with teacher commitment and alienation. Gathering data from 1193 teachers working in 103 schools in Türkiye, we employed multilevel moderation with a latent class variable to estimate the structural links between our variables. The study offered nuanced evidence to the literature by suggesting that s…
Connecting Across Borders: A Systematic Review of How Information and Communication Technologies Influence Emotional, Social, and Cultural Dynamics in Transnational Families
This systematic review examines how information and communication technologies (ICT) shape emotional, social, and cultural dynamics within transnational families (TNFs). Drawing on 113 articles identified through a Zotero bibliographic library developed by Working Group 1 of the COST Action Transnational Family Dynamics in Europe [TraFaDy], the study synthesizes research on ICT‐mediated family practices within TNFs. Through descriptive coding and…
Beyond leadership: Unpacking trust and psychological climate in teachers’ knowledge sharing practices
Purpose This study developed and tested a multilevel moderated mediation model where transformational leadership was posited as the independent variable, teacher knowledge sharing as the outcome variable, psychological climate as the moderator, and teacher trust as the mediator. Design/methodology/approach Data derived from 962 teachers across 71 lower and upper secondary schools in Türkiye were analysed using structural equation modelling. Findi…
Exploring the moderator role of organisational ambidexterity in the relationship between instructional leadership and teacher instructional practices
This study aimed to explore schools’ ambidexterity profiles and examine how each profile influences the relationship between instructional leadership and teacher instructional practices. Using data from 1150 teachers across 108 schools in Turkey, we employed multilevel latent profile analysis to group schools into clusters based on aggregated teachers’ responses to organisational ambidexterity. We conducted moderation analyses with latent profile…
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.…
Teacher leadership profiles as moderators of the relationship between instructional leadership, teacher turnover intention, and limited classroom instruction
Cultivating collective teacher innovativeness in high power distance settings: The role of empowering leadership and collective teacher efficacy
Psychology (11 works) · Pedagogy (9 works) · Social Psychology (9 works) · Teacher Education and Leadership Studies (9 works) · Educational leadership (7 works) · Instructional leadership (7 works) · Multilevel model (7 works) · Teacher Leadership (7 works) · Computer Science (6 works) · Sociology (6 works)