Instructional leadership as a predictor of collaborative culture in schools

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dc.authorid0000-0002-6313-6955en_US
dc.authorid0000-0003-3883-3414en_US
dc.authorid0000-0003-2768-9939en_US
dc.contributor.authorParlar, Hanifi
dc.contributor.authorTürkoğlu, Muhammet Emin
dc.contributor.authorCansoy, Ramazan
dc.date.accessioned2021-05-20T12:07:41Z
dc.date.available2021-05-20T12:07:41Z
dc.date.issued2021en_US
dc.departmentFakülteler, İnsan ve Toplum Bilimleri Fakültesi, Eğitim Bilimleri Bölümüen_US
dc.description.abstractThe purpose of this study was to examine the relationship between school principals’ instructional leadership and collaborative culture in schools. The study was conducted using a cross-sectional survey with a sample of 382 teachers. The data were collected through the Principal Instructional Management Rating Scale (PIMRS) and the School Culture Survey. Multiple regression analysis was used to estimate relationships among the variables. The study findings indicate that instructional leadership practices were significantly and positively related to collaborative culture in schools. The findings are discussed according to the related literature, and suggestions are made for policy and practice.en_US
dc.identifier.doi10.1080/13603124.2021.1913235en_US
dc.identifier.scopus2-s2.0-85104752382en_US
dc.identifier.scopusqualityN/Aen_US
dc.identifier.urihttps://hdl.handle.net/11467/4949
dc.identifier.urihttps://doi.org/10.1080/13603124.2021.1913235
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherTaylor & Francisen_US
dc.relation.ispartofInternational Journal of Leadership in Education Theory and Practiceen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/embargoedAccessen_US
dc.titleInstructional leadership as a predictor of collaborative culture in schoolsen_US
dc.typeArticleen_US

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