How School Leadership Affects Teachers' Professionalism via Trust in Administrator in Bureaucratic School Structures

Autor/inn/en	Atasoy, Ramazan; Yalçin, Mehmet Tufan
Titel	How School Leadership Affects Teachers' Professionalism via Trust in Administrator in Bureaucratic School Structures
Quelle	In: i.e.: inquiry in education, 15 (2023) 1, Artikel 2 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Instructional Leadership; Teacher Administrator Relationship; Professionalism; Trust (Psychology); School Administration; Administrative Organization; Foreign Countries; School Effectiveness; Secondary School Students; Teacher Attitudes; Cyprus; Turkey + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Professionalität; Ausland; Schuleffizienz; Sekundarschüler; Lehrerverhalten; Zypern; Türkei
Abstract	School leadership is a concept being discussed in recent studies regarding educational administration. This study examines the relationship between school leadership and teacher professionalism, focusing on the mediating effects of trust in the administrator on the relationship between school leadership and teacher professionalism. The study has adopted a cross-sectional survey design. The sample consists of 269 (Türkiye) and 134 (Turkish Republic of Northern Cyprus) teachers. The structural equation model was used to test the direct and indirect effects of the variables. Considering the findings of the study, school leadership is positively related to teacher professionalism as mediated by trust in the school administrator. In conclusion, the researchers recommend that school leaders implement practices that encourage powerful trust among teachers in their administrators. (As Provided).
Anmerkungen	Center for Inquiry in Education. National Louis University, 122 South Michigan Avenue, Chicago, IL 60603. Tel: 800-443-5522 x2277; e-mail: digitalcommons@nl.edu; Web site: https://digitalcommons.nl.edu/ie/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01