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Öğe Examining Department Chairs' Needs in Performing Academic Leadership in Turkish Universities(Turkish Education Assoc, 2016) Bellibas, Mehmet Sukru; Ozaslan, Gokhan; Gumus, Emine; Gumus, SedatWhile the educational leadership literature is replete with studies focusing on leadership practices at K-12 level, higher education institutions all over the world do not receive their share from this intense scholarly interest. This is the case with Turkish higher education institutions too. Starting from this point of view, the purpose of this study is to examine department chairs' needs in performing academic leadership. To this end, the study was designed as a qualitative inquiry. In order to reveal a range of leadership experiences, maximum variation sampling was employed to address the diversity of chairs' academic leadership experiences. Accordingly, semi-structured interviews were conducted with the study group of 16 department chairs who varied in terms of their province, university type (public and foundation), teaching field, gender, and years of service in chairship position. Findings emerged in the phase of content analysis revealed that needs of department chairs can be categorized under the themes of: (a) More autonomy for decision making in staff recruitment, monetary, and curricular issues (b) Additional academic and clerical personnel, and (c) Training for leadership and orientation for administrative duties.Öğe Principals' conceptions of teachers' power basis: a phenomenographic study(Emerald Group Publishing Ltd, 2019) Ozaslan, GokhanPurpose The purpose of this paper is to describe the various ways in which a group of principals conceptualize the power basis of teachers within teacher-principal interactions. Design/methodology/approach The present study takes power as a potential to influence people as it was conceptualized in the taxonomy developed by French and Raven (1959/1968) and Raven (1993). This taxonomy was also used to discuss the conceptions emerged in the interview data. A total of 16 principals, 8 from public schools and 8 from private schools, were interviewed. Findings The phenomenographic analysis of the interviews with the 16 principals revealed five ways of understanding teachers' power basis. These conceptions (in the form of categories of description) were: (a) the principal's sense of reciprocity, (b) teachers' field-specific knowledge, (c) teachers' administrative experience, (d) teachers' union affiliation and (e) teachers' legal rights. Categories (a) and (b) were common to all the study's participants. Category (c) was unique to participants from private schools, while categories (d) and (e) were unique to participants from public schools. Originality/value To date, subordinates' bases of power as a research subject has apparently been ignored. The present study is the first to reveal variations in the ways that school principals conceptualize teachers' basis of power. Although the study data were collected in one city in Turkey, the research implications drawn from its findings can inspire interest in this neglected field of study all around the world.Öğe Principals' conceptions of their current power basis revealed through phenomenography(Emerald Group Publishing Ltd, 2018) Ozaslan, GokhanPurpose The purpose of this paper is to describe the variations in the ways that principals conceptualize their basis of power in schools. Design/methodology/approach Phenomenography was used as the research method of this study. The interviewees consisted of 16 principals, eight from public schools and eight from private schools. Findings The analysis of the interviews revealed eight ways of understanding a principal's power basis. These potential power bases were: teachers' sense of reciprocity; teachers' sense of responsibility; organizational rules and regulations; principals' deep knowledge and experience; in-service training; principals' reputation for being fair and impartial; teachers' sense of identification with their principal; and principals' control over teachers' employment. Participants from public and private schools held generally similar conceptions. The conception of in-service training remained limited to private school principals. The power basis of principals' control over teachers' employment was not emphasized but could still be perceived as a conception in certain statements by participants. Research limitations/implications Coercive power and legitimate power of reciprocity need to be investigated more thoroughly in the field of educational administration. Practical implications There is an urgent need for training for principals to raise their awareness of the adverse effect that coercive power has on teachers. Originality/value This study is the first known to explore variations in the ways that principals conceptualize their power basis.Öğe Using expectancy theory as a lens for exploring the reasons behind teachers' lack of motivation for self-development in online teaching(Taylor & Francis Ltd, 2023) Ozaslan, Gokhan; Ozaslan, AsliOur aim in this multiple-case study was to uncover the reasons for teachers' lack of motivation for self-development in online teaching and to make recommendations on how to develop that motivation. We used Edward Lawler's model of expectancy theory as a lens to study this phenomenon. Our findings from twelve K-12 teachers revealed the following barriers to motivation: (1) feeling unable to achieve desired outcomes due to reduced instructional time, excessive student absences from online classes and lack of interaction with students, (2) insufficient external rewards, (3) inability to do what is necessary to maximise satisfaction with online teaching, (4) perceived temporariness of online teaching, and (5) lack of formal training necessary to understand the possibilities and limitations of online teaching. In addition, we have seen that Lawler's version of expectancy theory, although in need of improvement in some respects, is still appropriate for research on understanding teachers' motivation for self-development in online teaching. Based on the findings, we discussed implications for future research and practice. Our study contributes to the literature on online teaching motivation by providing a good example of a multiple-case study in which a well-defined theory is applied to a motivational phenomenon.