Mahmut Polatcan
Dados Biográficos
| ID | 4605686 |
|---|---|
| NOME | Mahmut Polatcan |
| PRENOMES | Mahmut |
| SOBRENOME | Polatcan |
| ASSINATURA | POLATCAN M |
| AFILIAÇÕES | Karabük University |
| ORCID | 0000-0002-5181-0316 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 27 |
| TOTAL DE CITAÇÕES | 1 |
| TOTAL COMO AUTOR | 27 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2021 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
Instructional leadership and student achievement across UAE schools
While instructional school leadership remains a focus of scholarly inquiry due to persuasive evidence regarding its contribution to school improvement, most of the existing literature on the influence of leadership on school improvement and student learning has been based predominantly on a more developed Western context. To establish a comprehensive international knowledge repository on instructional leadership across diverse social and cultural…
Educational leadership and teacher instructional practices
Purpose Against the growing number of studies over the past decade regarding the link between school leadership and teaching, the purpose of this meta-analysis was to investigate the strength of the relationship between different school leadership models and teacher instructional practices and to examine whether statistically significant differences exist among these leadership styles in terms of their impact on instructional practices. Design/me…
Nurturing Female Teachers' Leadership Aspiration
While the research on female leadership has been ubiquitous in contemporary educational administration discourse, the preponderance of research has scrutinised personal, social, and cultural barriers to female teachers' leadership, lacking an understanding of school support mechanisms to strengthen their cognitive and emotional strength and support their leadership aspirations. To address this, we examined the relationship between principal–teach…
The Role of Responsible Leadership in Teacher Resilience and Wellbeing in Earthquake-Affected and Non-Affected Regions
Purpose: Due to the significant global crises over the past decade, understanding leadership's role in reducing the pernicious impact of crises has recently garnered substantial attention. This study examines the role of school leaders in enhancing teachers’ psychosocial capacity following a devastating earthquake that struck the southern regions of Türkiye in 2023. It compares the earthquake-affected and non-affected regions in terms of the role…
Principal–Teacher Relationship Profiles Moderating the Effects of Transformational Leadership on Teacher Innovation and Resistance to Change
Purpose: The present study sought to investigate how principal-teacher relationship patterns interact with transformational leadership to influence teachers’ innovativeness and resistance to change, drawing on the leader-member exchange theory. Method: Data were collected from 1005 teachers across 92 schools in Türkiye. Multilevel latent profile moderation analysis was conducted to reveal teacher-principal relationship profiles and how each profi…
Integrating Social Justice Leadership with Instructional Leadership in Turkish Schools
Purpose: This paper aims to demonstrate how the interaction of social justice leadership and instructional leadership types might influence collective teacher culture and student achievement in the Turkish education context. Methods: This research employs a quantitative approach, utilizing a dataset comprising at least 4,318 students and 313 teachers, nested within 40 schools. We performed a quadrant analysis to determine the interaction between …
From Principal Leadership Typologies to Teacher Resilience and Well-being
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-…
Responsible school leadership and teachers' emotional exhaustion
BACKGROUND: Despite increasing research attention to teachers' emotional states, there remains a significant gap in understanding how educational leaders can effectively mitigate these issues. PURPOSE: This study examined a multilevel, moderated mediation model that explored the relationship between responsible school leadership and emotional exhaustion, with the moderating role of teachers' proactive personality and the mediating effect of work …
Addressing the gap in creative pedagogies among teachers through instructional leadership
The within-school gap in teaching has long been a primary focus of policymakers, researchers, and practitioners working to ensure equitable student outcomes. However, limited empirical research has examined the factors that can address this gap. This study examined the role of instructional school leadership in explaining variation in within-school creative pedagogies, controlling for various school-level contextual and teacher-related variables.…
Relational dynamics in schools
Teachers’ self-efficacy, hope, resilience, and optimism
This study examined the moderating influence of transformational leadership on the relationship between social justice leadership and teachers’ psychological capital to seek empirical evidence for transformative social justice leadership. The research was conducted with 991 teachers across 97 schools using multilevel structural equation modeling. The findings demonstrated significant positive associations between principals’ social justice leader…
Transformational leadership and teacher burnout in Türkiye
This study explored the complex relationships among principal transformational leadership, teacher resilience and teacher burnout, highlighting the mediating role of organisational support and the moderating role of teacher workload rooted in the Job Demands-Resources framework. It used structural equation modelling path analysis to investigate these relationships, conducted with a sample of 443 teachers from various school levels in Türkiye. The…
Cultural and Psychological Dynamics in School Leadership
Although a growing body of theoretical work indicated that the cultural orientation of societies shapes their understanding of leadership, there is a lack of empirical research to explore how individual cultural value orientations shape teachers' expectations for school leadership. This empirical research addresses this gap by examining the relationship between teachers' cultural value tendencies and their expectations for principals' paternalist…
Boosting Classroom Practices Through Principal Feedback
This study conceptualised principal feedback as a motivational and informational cue that shapes teachers' beliefs about their capabilities and their engagement in ongoing learning. The aim was to develop a more integrated understanding of how principal feedback influences teachers' instructional practices by examining the mediating roles of teacher self‐efficacy and teacher professional learning. Data were collected from 408 K‐12 teachers in Tür…
The Role of Horizontal and Vertical Trust in Relationships Between Learning‐Centered Leadership and Collective Teacher Culture
A substantial body of research emphasizes the significance of trust in the relationships between school leaders and teachers. However, the organizational dimensions of trust, horizontal (trust in colleagues) and vertical (trust in the leader), remain underexplored, particularly concerning their role in supporting school leadership to develop a strong school culture. This paper examines the mediating role of horizontal trust and the moderating rol…
Fostering school and classroom discipline in Türkiye
A cultural lens to school leadership effects on teacher instructional practices
This study explores how and under what boundary conditions school leadership influences teachers’ instructional practices in Turkey. Using survey data from a sample of 928 teachers in 87 middle and high schools, the present study tested a moderated mediation model of school leadership's effects on teacher instructional practices, with teacher collective efficacy as the mediator and uncertainty avoidance perceptions of teachers as the moderator. W…
Linking transformational leadership to teacher commitment and alienation
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…
Does distributed leadership improve teacher agency? Exploring the mediating effect of teacher reflection
The manner in which perceived principal distributed leadership affects teachers’ professional agency remains ambiguous in Oman. The study aimed to explore the effect of distributed leadership on teacher agency through teacher reflection. In the cross-sectional study, survey data were gathered from 1095 teachers in 58 middle and secondary schools in Muscat, Oman. Structural equation modelling and bootstrapping were used to analyse the data. Data a…
How transformational leadership influences teachers’ commitment and innovative practices
This study tested a moderated mediation model of transformational leadership’s effects on teacher innovative practices, with teacher commitment as mediator and trust in principal as moderator. Implementing a cross-sectional survey design and using data from 611 teachers working in 56 schools in Turkey, we employed multilevel structural equation modelling with Bayesian estimation to estimate the structural links between our variables. The results …
Principal leadership typologies and their relationship with teacher self-efficacy and commitment
This study investigated the heterogeneous nature of teachers’ perceptions of distinct leadership practices and explored the predictors of teacher- and school-level leadership typologies on teacher self-efficacy and commitment by using a multilevel latent profile mediation analysis of a dataset of 890 teachers from K-12 schools in Turkey. The results revealed three distinct leadership profiles ( limiting, transitioning, and integrating) at the tea…
Investigating links between teacher leadership, collective efficacy and teacher commitment in Egyptian schools
Purpose Research investigating the impact of school leadership on teachers’ emotions and practices has mostly focused on the leadership behaviors of school principals, thus ignoring the potential leadership qualities of other school members, especially teachers. The current study aimed to bridge this gap by providing further insight into the link between teacher leadership and teacher outcomes in Egyptian schools. Specifically, the study examined…
Principal job satisfaction, distributed leadership, teacher-student relationships, and student achievement in Turkey
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…
Exploring the association between distributed leadership and student achievement
This study explores how distributed leadership influences student reading achievement in Turkish high schools, with the mediating role of teacher professional practices and self-efficacy. After assembling school- and student-level data from the datasets of The Program for International Student Assessment (PISA) 2018 and The Teaching and Learning International Survey (TALIS) 2018, we conducted a multilevel structural equation model (MSEM) using th…
Exploring Teachers’ Instructional Practice Profiles
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 cultural lens to school leadership effects on teacher instructional practices
This study explores how and under what boundary conditions school leadership influences teachers’ instructional practices in Turkey. Using survey data from a sample of 928 teachers in 87 middle and high schools, the present study tested a moderated mediation model of school leadership's effects on teacher instructional practices, with teacher collective efficacy as the mediator and uncertainty avoidance perceptions of teachers as the moderator. W…
The Moderation Role of Transformational Leadership in the Effect of Instructional Leadership on Teacher Professional Learning and Instructional Practice
Aim: While integrated leadership has received significant scholarly attention in the past decade, most existing research in this vein has focused on its impact on student achievement and often dismissed how it might be related to instructional practices, which are at the center of many school reforms. In this research, we examined the relationship between integrated leadership and teacher professional learning and teacher practices in Turkey, whe…
Linking instructional leadership to teacher practices
This paper examines the effects of instructional leadership on the change in teachers’ classroom practices, with the mediating role of shared practice and learning effectiveness. The study employed a cross-sectional survey design, using quantitative methods. Confirmatory factor analysis and structural equation modeling were used to analyze the data collected from 350 teachers in primary and secondary schools in various provinces of Turkey. The re…
Exploring the association between distributed leadership and student achievement
This study explores how distributed leadership influences student reading achievement in Turkish high schools, with the mediating role of teacher professional practices and self-efficacy. After assembling school- and student-level data from the datasets of The Program for International Student Assessment (PISA) 2018 and The Teaching and Learning International Survey (TALIS) 2018, we conducted a multilevel structural equation model (MSEM) using th…
Exploring Teachers’ Instructional Practice Profiles
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…
Does distributed leadership improve teacher agency? Exploring the mediating effect of teacher reflection
The manner in which perceived principal distributed leadership affects teachers’ professional agency remains ambiguous in Oman. The study aimed to explore the effect of distributed leadership on teacher agency through teacher reflection. In the cross-sectional study, survey data were gathered from 1095 teachers in 58 middle and secondary schools in Muscat, Oman. Structural equation modelling and bootstrapping were used to analyse the data. Data a…
How transformational leadership influences teachers’ commitment and innovative practices
This study tested a moderated mediation model of transformational leadership’s effects on teacher innovative practices, with teacher commitment as mediator and trust in principal as moderator. Implementing a cross-sectional survey design and using data from 611 teachers working in 56 schools in Turkey, we employed multilevel structural equation modelling with Bayesian estimation to estimate the structural links between our variables. The results …
Principal leadership typologies and their relationship with teacher self-efficacy and commitment
This study investigated the heterogeneous nature of teachers’ perceptions of distinct leadership practices and explored the predictors of teacher- and school-level leadership typologies on teacher self-efficacy and commitment by using a multilevel latent profile mediation analysis of a dataset of 890 teachers from K-12 schools in Turkey. The results revealed three distinct leadership profiles ( limiting, transitioning, and integrating) at the tea…
Investigating links between teacher leadership, collective efficacy and teacher commitment in Egyptian schools
Purpose Research investigating the impact of school leadership on teachers’ emotions and practices has mostly focused on the leadership behaviors of school principals, thus ignoring the potential leadership qualities of other school members, especially teachers. The current study aimed to bridge this gap by providing further insight into the link between teacher leadership and teacher outcomes in Egyptian schools. Specifically, the study examined…
Principal job satisfaction, distributed leadership, teacher-student relationships, and student achievement in Turkey
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…
Teachers’ self-efficacy, hope, resilience, and optimism
This study examined the moderating influence of transformational leadership on the relationship between social justice leadership and teachers’ psychological capital to seek empirical evidence for transformative social justice leadership. The research was conducted with 991 teachers across 97 schools using multilevel structural equation modeling. The findings demonstrated significant positive associations between principals’ social justice leader…
Transformational leadership and teacher burnout in Türkiye
This study explored the complex relationships among principal transformational leadership, teacher resilience and teacher burnout, highlighting the mediating role of organisational support and the moderating role of teacher workload rooted in the Job Demands-Resources framework. It used structural equation modelling path analysis to investigate these relationships, conducted with a sample of 443 teachers from various school levels in Türkiye. The…
Cultural and Psychological Dynamics in School Leadership
Although a growing body of theoretical work indicated that the cultural orientation of societies shapes their understanding of leadership, there is a lack of empirical research to explore how individual cultural value orientations shape teachers' expectations for school leadership. This empirical research addresses this gap by examining the relationship between teachers' cultural value tendencies and their expectations for principals' paternalist…
Boosting Classroom Practices Through Principal Feedback
This study conceptualised principal feedback as a motivational and informational cue that shapes teachers' beliefs about their capabilities and their engagement in ongoing learning. The aim was to develop a more integrated understanding of how principal feedback influences teachers' instructional practices by examining the mediating roles of teacher self‐efficacy and teacher professional learning. Data were collected from 408 K‐12 teachers in Tür…
The Role of Horizontal and Vertical Trust in Relationships Between Learning‐Centered Leadership and Collective Teacher Culture
A substantial body of research emphasizes the significance of trust in the relationships between school leaders and teachers. However, the organizational dimensions of trust, horizontal (trust in colleagues) and vertical (trust in the leader), remain underexplored, particularly concerning their role in supporting school leadership to develop a strong school culture. This paper examines the mediating role of horizontal trust and the moderating rol…
Fostering school and classroom discipline in Türkiye
A cultural lens to school leadership effects on teacher instructional practices
This study explores how and under what boundary conditions school leadership influences teachers’ instructional practices in Turkey. Using survey data from a sample of 928 teachers in 87 middle and high schools, the present study tested a moderated mediation model of school leadership's effects on teacher instructional practices, with teacher collective efficacy as the mediator and uncertainty avoidance perceptions of teachers as the moderator. W…
Linking transformational leadership to teacher commitment and alienation
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…
Instructional leadership and student achievement across UAE schools
While instructional school leadership remains a focus of scholarly inquiry due to persuasive evidence regarding its contribution to school improvement, most of the existing literature on the influence of leadership on school improvement and student learning has been based predominantly on a more developed Western context. To establish a comprehensive international knowledge repository on instructional leadership across diverse social and cultural…
Educational leadership and teacher instructional practices
Purpose Against the growing number of studies over the past decade regarding the link between school leadership and teaching, the purpose of this meta-analysis was to investigate the strength of the relationship between different school leadership models and teacher instructional practices and to examine whether statistically significant differences exist among these leadership styles in terms of their impact on instructional practices. Design/me…
Nurturing Female Teachers' Leadership Aspiration
While the research on female leadership has been ubiquitous in contemporary educational administration discourse, the preponderance of research has scrutinised personal, social, and cultural barriers to female teachers' leadership, lacking an understanding of school support mechanisms to strengthen their cognitive and emotional strength and support their leadership aspirations. To address this, we examined the relationship between principal–teach…
The Role of Responsible Leadership in Teacher Resilience and Wellbeing in Earthquake-Affected and Non-Affected Regions
Purpose: Due to the significant global crises over the past decade, understanding leadership's role in reducing the pernicious impact of crises has recently garnered substantial attention. This study examines the role of school leaders in enhancing teachers’ psychosocial capacity following a devastating earthquake that struck the southern regions of Türkiye in 2023. It compares the earthquake-affected and non-affected regions in terms of the role…
Principal–Teacher Relationship Profiles Moderating the Effects of Transformational Leadership on Teacher Innovation and Resistance to Change
Purpose: The present study sought to investigate how principal-teacher relationship patterns interact with transformational leadership to influence teachers’ innovativeness and resistance to change, drawing on the leader-member exchange theory. Method: Data were collected from 1005 teachers across 92 schools in Türkiye. Multilevel latent profile moderation analysis was conducted to reveal teacher-principal relationship profiles and how each profi…
Integrating Social Justice Leadership with Instructional Leadership in Turkish Schools
Purpose: This paper aims to demonstrate how the interaction of social justice leadership and instructional leadership types might influence collective teacher culture and student achievement in the Turkish education context. Methods: This research employs a quantitative approach, utilizing a dataset comprising at least 4,318 students and 313 teachers, nested within 40 schools. We performed a quadrant analysis to determine the interaction between …
From Principal Leadership Typologies to Teacher Resilience and Well-being
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-…
Responsible school leadership and teachers' emotional exhaustion
BACKGROUND: Despite increasing research attention to teachers' emotional states, there remains a significant gap in understanding how educational leaders can effectively mitigate these issues. PURPOSE: This study examined a multilevel, moderated mediation model that explored the relationship between responsible school leadership and emotional exhaustion, with the moderating role of teachers' proactive personality and the mediating effect of work …
Teacher Education and Leadership Studies (23 obras) · Educational leadership (16 obras) · Psychology (16 obras) · Instructional leadership (14 obras) · Leadership style (14 obras) · Teacher Leadership (14 obras) · Social Psychology (13 obras) · Multilevel model (12 obras) · Pedagogy (12 obras) · Mediation (10 obras)