Sedat Gümüş
Biographic Data
| ID | 83643 |
|---|---|
| NAME | Sedat Gümüş |
| GIVEN NAMES | Sedat |
| FAMILY NAME | Gümüş |
| SIGNATURE | GÜMÜŞ S |
| AFFILIATIONS | Education University of Hong Kong |
| ORCID | 0000-0003-0453-3341 |
| VERIFIED | Yes |
| TOTAL WORKS | 35 |
| TOTAL CITATIONS | 27 |
| AUTHOR COUNT | 35 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Leadership from below
This study draws on 22 semi-structured interviews with teachers from four Danish public schools in order to explore school leadership ‘from below.’ Through thematic analysis of teachers’ understandings of good leadership practices, three interrelated dimensions of good leadership are identified: grounded support, organisational clarity and negotiated autonomy. Grounded support refers to leaders’ practical understanding of teachers’ everyday work,…
Improving Mental Health and Well-Being in Schools
The growing prevalence of mental health issues among adolescents in Hong Kong SAR has urged secondary schools to enhance their well-being support systems. This study focuses on the One-off Grant for Mental Health at School, a newly launched initiative by the Education Bureau. Based on a qualitative analysis of 121 school documents and focus group interviews with school leadership teams from five government-aided secondary schools, the study found…
School principals’ networking preferences for instructional and administrative advice-seeking relations
Investigating the social, structural, cognitive and individual enablers of principals’ cross-district professional relations is a challenging yet essential research endeavour. To that end, this study explores principals’ networking preferences for instructional and administrative advice-seeking relations through inferential social network analysis. Data were collected from 62 school principals serving in a large urban district of Istanbul, Türkiy…
How school principals manage teaching to support equity in learning
Empowering Schools in Times of Crisis
This review synthesizes findings from 226 empirical studies on school leadership practices addressing various challenges during and after the COVID‐19 pandemic. Five major foci were identified through the thematic analysis. It is evident that school leaders, regardless of context, devote significant time and effort to urgent crisis responses, including facilitating student learning, allocating resources, empowering teachers, addressing school and…
Future-ready school leadership
This study aims to develop and validate the Future-Ready School Leadership Instrument (FRSLI), a psychometrically robust instrument that measures the multifaceted dimensions of effective school leadership in an era of rapid change and uncertainty. Three independent studies were conducted to evaluate the FRSLI's psychometric properties: Study 1 used exploratory factor analysis (EFA) to identify the underlying factor structure; Study 2 employed con…
Principal–teacher perceptual (in)congruence in instructional leadership, teacher collaboration, and organisational trust in Hong Kong schools
This study examines the joint impact of principals’ and teachers’ perceptions of instructional leadership on teacher collaboration. Using Programme for International Student Assessment 2022 data from Hong Kong, we employ polynomial regression with response surface methodology to understand how perceptual congruence and incongruence are associated with teachers’ collaborative practices. The findings reveal a U-shaped relationship for both congruen…
Unpacking the microfoundations of educational innovation and change
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…
The relationship between instructional leadership and teachers’ self-efficacy and job satisfaction
This study examines the relationship between instructional leadership and teachers’ self-efficacy and job satisfaction, with the moderating role of collaborative school culture across 47 countries participating in the 2018 TALIS survey. Findings reveal that instructional leadership and teacher self-efficacy have a significantly positive relationship, while instructional leadership’s relationship with job satisfaction is negative, albeit very smal…
A review of empirical research on equitable school leadership practices for students from low socioeconomic status backgrounds
The present study identifies a framework of equitable school leadership practices enacted to support the learning of students from low socioeconomic status (SES) backgrounds. It synthesised seven equitable school leadership frameworks and systematically reviewed 97 related empirical studies to develop an original evidence-based equitable school leadership framework comprising seven dimensions and 31 practices. The wide scope of these practices un…
Challenges in implementing instructional leadership
The growing international literature on instructional leadership notes that its implementation often varies depending on cultural and contextual factors. Previous studies have indicated that while Turkish school principals demonstrate some instructional leadership behaviours, they frequently do not practice its key components such as shaping teacher professional development, goal setting, curriculum development and instructional supervision. This…
Finding the missing link
Despite the growing scholarly interest in the effects of principal leadership on student achievement, empirical evidence concerning how principal qualifications might be related to student learning outcomes has been limited. This study investigates the relationship between different principal qualifications (prior experience in teaching, principalship and other school management roles, formal education, principal training, and professional develo…
Linking distributed leadership with collective teacher innovativeness
Collective teacher innovativeness has emerged as a recent topic of interest in both international policy documents and scholarly research. However, only a few studies have focused on the factors that enable collective teacher innovativeness, particularly in terms of revealing whether and to what extent school leadership might influence this construct. Existing literature suggests that distributed leadership can influence teachers’ instructional p…
A systematic review of research on the relationship between school leadership and student achievement
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…
A global typology of school principals’ time use
This study aims to provide quantitative evidence regarding school principals’ time use by employing Latent Class Analysis (LCA) and multinominal logistic regression to the 2018 Teaching and Learning International Survey (TALIS) data from 47 societies. We examined (1) how principals spend their time across different societies by developing a global typology and (2) what macro (national) and micro (organizational) level contextual factors, as well …
Educational leadership and policy studies in refugee education
Leading Knowledge Exploration and Exploitation in Schools
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…
The impact of distributed leadership on teacher commitment
This research aims to investigate the relationship between distributed leadership in a school and teacher commitment, emphasising the mediating roles of teachers' workload stress and teacher well‐being using the Teaching and Learning International Survey dataset 2018 with 47 regions. Structural equation modelling on pooled and separate country samples was used to analyse the data. Results indicate that the impact of distributed leadership on teac…
The relationship between teacher leadership capacity at school and teacher self-efficacy
This study sought to explore the relationship between teacher leadership and teacher self-efficacy with the mediating role of teacher professional learning. The study employed a cross-sectional quantitative design with data compiled among public elementary, middle, and high schools across different regions of Turkey. We employed structural equation model (SEM) to estimate the structural relationships between teacher leadership capacity at school,…
Socioeconomic achievement gaps and the role of school leadership
There has been an increasing push for school leadership to address inequity in educational outcomes. Yet, most of the relevant studies concerned with direct or mediated effects of leadership. We attempt to address the knowledge gap concerning the moderating effects of school leadership on within- and between-school inequality in student achievement. We use longitudinal data from a survey among 2151 Danish public school teachers coupled with admin…
Does school leadership matter for teachers’ classroom practice? The influence of instructional leadership and distributed leadership on instructional quality
The presented paper aims to examine the influence of principal leadership on teaching practices in order to reveal direct and indirect effects of instructional and distributed leadership models on teachers’ instructional quality, with the mediating effect of teacher collaboration and job satisfaction. This research conducted secondary data analysis using the Teaching and Learning International Survey (TALIS) 2013 dataset collected by the Organisa…
What do we know about novice school principals? A systematic review of existing international literature
For much of the past half-century, scholars from various parts of the world have studied the early stages of school principals’ careers. This article presents the results of a review of research on novice principals (NPs) regarding its current status, intellectual structure and conceptual structure. The review conducted bibliometric and content analysis of relevant articles accessed through Scopus. The findings primarily concerned patterns in the…
The Effect of Instructional Leadership and Distributed Leadership on Teacher Self-efficacy and Job Satisfaction
Research evidence regarding the relative effects of instructional leadership and distributed leadership on teacher job satisfaction and self-efficacy is limited; it is even less evidential when the indirect effects of mediation variables between school leadership and teacher outcomes, including supportive school culture and teacher collaboration, are added to the total effects. In this study, the six aforementioned variables are added to one mode…
Women’s empowerment in the period of the rapid expansion of higher education in Turkey
Collective teacher innovativeness in 48 countries
Collective teacher innovativeness in 48 countries
Rapid Expansion of Higher Education in Turkey
Factors affecting school participation in Turkey
There are thousands of children who remain out of school at both primary and secondary levels in Turkey. The current disparities in access to education in Turkey are mostly driven by systematic regional differences and high gender inequalities. Although several existing studies have paid close attention to gender-based inequities in school access, none of the existing studies have attempted to systematically understand regional differences in sch…
The effects of community factors on school participation in Turkey
The impact of distributed leadership on teacher commitment
This research aims to investigate the relationship between distributed leadership in a school and teacher commitment, emphasising the mediating roles of teachers' workload stress and teacher well‐being using the Teaching and Learning International Survey dataset 2018 with 47 regions. Structural equation modelling on pooled and separate country samples was used to analyse the data. Results indicate that the impact of distributed leadership on teac…
The effects of community factors on school participation in Turkey
Rapid Expansion of Higher Education in Turkey
Factors affecting school participation in Turkey
There are thousands of children who remain out of school at both primary and secondary levels in Turkey. The current disparities in access to education in Turkey are mostly driven by systematic regional differences and high gender inequalities. Although several existing studies have paid close attention to gender-based inequities in school access, none of the existing studies have attempted to systematically understand regional differences in sch…
A systematic review of studies on leadership models in educational research from 1980 to 2014
The purpose of this study is to reveal the extent to which different leadership models in education are studied, including the change in the trends of research on each model over time, the most prominent scholars working on each model, and the countries in which the articles are based. The analysis of the related literature was conducted by first employing a bibliometric analysis of the research and review papers indexed in the Web of Science dat…
The relationship between professional development and school principals’ leadership practices
Purpose There is an extensive body of contemporary educational literature concerning teachers' professional development (PD), but little attention has been paid to the PD of principals, despite their vital role in improving student learning outcomes. The available literature on principals' PD deals with content and quality while mostly ignoring whether and how PD activities have an impact on leadership practices. In our study, we wanted to examin…
Principals supporting teacher leadership
Teacher leadership has attracted scholarly interest over the past decade because of its potential to build internal capacity for sustainable school improvement. However, the existing studies have mostly been descriptive and limited to qualitative studies, lacking in terms of showing whether and to what extent principal leadership might influence teacher leadership. The purpose of this study was to examine the effects of principals' learning‐centr…
'Are principals instructional leaders yet?' A science map of the knowledge base on instructional leadership, 1940–2018
“Ayrı ama Eşit”
Siyah bir ABD vatandaşı olan George Floyd’un 25 Mayıs 2020 tarihinde polis şiddeti sonucunda hayatını kaybetmesinin ardından ABD’de tekrar ırkçılığa karşı büyük eylemler yapılmaya başlandı. Aslında gittikçe şiddetlenen mevcut eylemlerin uzun yıllara dayanan tarihî ve toplumsal temelleri var. Bu tarihî arka planı görmeden bugün yaşadıklarımızı tam olarak anlamlandırmak pek de mümkün değil. Konu elabette ki politik, sosyolojik ve ekonomik yönleriyl…
Current conditions and issues at Temporary Education Centres (TECs) for Syrian child refugees in Turkey
Since the outbreak of Syrian conflict 2011, Turkey has received more than 3.5 million refugees, including a great number of school-aged children. Providing education to Syrian child refugees has therefore become important in Turkey. To effectively deal with this issue, Turkish government has developed educational policies and legal arrangements. Establishing Temporary Education Centres providing education in Arabic based on an adapted Syrian curr…
The intersection of social justice and leadership in education
(2020). The intersection of social justice and leadership in education: what matters in multicultural contexts? Multicultural Education Review: Vol. 12, The intersection of social justice and leadership in education: What matters in multicultural contexts?, pp. 233-234
Does school leadership matter for teachers’ classroom practice? The influence of instructional leadership and distributed leadership on instructional quality
The presented paper aims to examine the influence of principal leadership on teaching practices in order to reveal direct and indirect effects of instructional and distributed leadership models on teachers’ instructional quality, with the mediating effect of teacher collaboration and job satisfaction. This research conducted secondary data analysis using the Teaching and Learning International Survey (TALIS) 2013 dataset collected by the Organisa…
What do we know about novice school principals? A systematic review of existing international literature
For much of the past half-century, scholars from various parts of the world have studied the early stages of school principals’ careers. This article presents the results of a review of research on novice principals (NPs) regarding its current status, intellectual structure and conceptual structure. The review conducted bibliometric and content analysis of relevant articles accessed through Scopus. The findings primarily concerned patterns in the…
The Effect of Instructional Leadership and Distributed Leadership on Teacher Self-efficacy and Job Satisfaction
Research evidence regarding the relative effects of instructional leadership and distributed leadership on teacher job satisfaction and self-efficacy is limited; it is even less evidential when the indirect effects of mediation variables between school leadership and teacher outcomes, including supportive school culture and teacher collaboration, are added to the total effects. In this study, the six aforementioned variables are added to one mode…
Women’s empowerment in the period of the rapid expansion of higher education in Turkey
Collective teacher innovativeness in 48 countries
The relationship between teacher leadership capacity at school and teacher self-efficacy
This study sought to explore the relationship between teacher leadership and teacher self-efficacy with the mediating role of teacher professional learning. The study employed a cross-sectional quantitative design with data compiled among public elementary, middle, and high schools across different regions of Turkey. We employed structural equation model (SEM) to estimate the structural relationships between teacher leadership capacity at school,…
Socioeconomic achievement gaps and the role of school leadership
There has been an increasing push for school leadership to address inequity in educational outcomes. Yet, most of the relevant studies concerned with direct or mediated effects of leadership. We attempt to address the knowledge gap concerning the moderating effects of school leadership on within- and between-school inequality in student achievement. We use longitudinal data from a survey among 2151 Danish public school teachers coupled with admin…
Finding the missing link
Despite the growing scholarly interest in the effects of principal leadership on student achievement, empirical evidence concerning how principal qualifications might be related to student learning outcomes has been limited. This study investigates the relationship between different principal qualifications (prior experience in teaching, principalship and other school management roles, formal education, principal training, and professional develo…
Linking distributed leadership with collective teacher innovativeness
Collective teacher innovativeness has emerged as a recent topic of interest in both international policy documents and scholarly research. However, only a few studies have focused on the factors that enable collective teacher innovativeness, particularly in terms of revealing whether and to what extent school leadership might influence this construct. Existing literature suggests that distributed leadership can influence teachers’ instructional p…
A systematic review of research on the relationship between school leadership and student achievement
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…
A global typology of school principals’ time use
This study aims to provide quantitative evidence regarding school principals’ time use by employing Latent Class Analysis (LCA) and multinominal logistic regression to the 2018 Teaching and Learning International Survey (TALIS) data from 47 societies. We examined (1) how principals spend their time across different societies by developing a global typology and (2) what macro (national) and micro (organizational) level contextual factors, as well …
Educational leadership and policy studies in refugee education
Leading Knowledge Exploration and Exploitation in Schools
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…
The impact of distributed leadership on teacher commitment
This research aims to investigate the relationship between distributed leadership in a school and teacher commitment, emphasising the mediating roles of teachers' workload stress and teacher well‐being using the Teaching and Learning International Survey dataset 2018 with 47 regions. Structural equation modelling on pooled and separate country samples was used to analyse the data. Results indicate that the impact of distributed leadership on teac…
Principal–teacher perceptual (in)congruence in instructional leadership, teacher collaboration, and organisational trust in Hong Kong schools
This study examines the joint impact of principals’ and teachers’ perceptions of instructional leadership on teacher collaboration. Using Programme for International Student Assessment 2022 data from Hong Kong, we employ polynomial regression with response surface methodology to understand how perceptual congruence and incongruence are associated with teachers’ collaborative practices. The findings reveal a U-shaped relationship for both congruen…
Teacher Education and Leadership Studies (21 works) · Educational leadership (17 works) · Pedagogy (17 works) · Political science (16 works) · Psychology (16 works) · Sociology (14 works) · Instructional leadership (12 works) · Leadership style (9 works) · Social Psychology (9 works) · Early Childhood Education and Development (7 works)