The effects of professional development activities on principals' perceived instructional leadership practices: multi-country data analysis using TALIS 2013

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dc.contributor.authorGumus, Emine
dc.contributor.authorBellibas, Mehmet Sukru
dc.date.accessioned2024-02-23T14:20:12Z
dc.date.available2024-02-23T14:20:12Z
dc.date.issued2016
dc.departmentNEÜen_US
dc.description.abstractThe purpose of this study was to investigate the extent to which professional development predicts principals' instructional leadership in order to identify whether a relationship exists between the duration of principals' participation in distinct professional development activities and their perceived practice of instructional leadership while controlling for several principal and school characteristics. The data employed in this study came from the 2013 teaching and learning international survey, which was conducted by the organisation for economic co-operation and development. Four multivariate regression models with the country-controlled dummy variable were implemented in the analysis of the data. The results indicated that the more principals take part in contemporary professional development activities such as professional networking, mentoring and research activities, the more often they engage in instructional leadership practices. However, no relationship between more traditional types of professional development activities, such as courses, conferences, and observational visits, and principals' instructional leadership, was found. The results have substantial implications for policy-makers and practitioners worldwide, suggesting that any professional development designed to get principles involved in more instructional leadership practices should be based on the contemporary type of professional development activities.en_US
dc.identifier.doi10.1080/03055698.2016.1172958
dc.identifier.endpage301en_US
dc.identifier.issn0305-5698
dc.identifier.issn1465-3400
dc.identifier.issue3en_US
dc.identifier.scopus2-s2.0-84964426520en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.startpage287en_US
dc.identifier.urihttps://doi.org/10.1080/03055698.2016.1172958
dc.identifier.urihttps://hdl.handle.net/20.500.12452/13055
dc.identifier.volume42en_US
dc.identifier.wosWOS:000377932000004en_US
dc.identifier.wosqualityQ4en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherRoutledge Journals, Taylor & Francis Ltden_US
dc.relation.ispartofEducational Studiesen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectInstructional Leadershipen_US
dc.subjectMentoringen_US
dc.subjectPrincipal Trainingen_US
dc.subjectProfessional Developmenten_US
dc.subjectTalisen_US
dc.titleThe effects of professional development activities on principals' perceived instructional leadership practices: multi-country data analysis using TALIS 2013en_US
dc.typeArticleen_US

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