Analysis of the relationship between school leadership and collective teacher efficacy: a cultural comparison

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dc.authoridDemir, Mustafa/0000-0002-0159-8986
dc.authoridKAYA, Metin/0000-0002-8287-4929
dc.contributor.authorKaya, Metin
dc.contributor.authorDemir, Mustafa
dc.date.accessioned2024-10-04T18:48:14Z
dc.date.available2024-10-04T18:48:14Z
dc.date.issued2022
dc.departmentBayburt Üniversitesien_US
dc.description.abstractThis meta-analysis study aims to analyze the relationship between school leadership and collective teacher efficacy in a cultural context. The meta-analysis included a total of 47 studies in different cultures in different countries. The results of the analysis for all 47 studies involved suggested a medium-level relationship between school leadership and collective teacher efficacy. The combined effect size was calculated for all studies according to random effect models (ES = .48). And it is concluded that the power distance and long-term orientation of countries positively predict the relationship between school leadership and collective teacher efficacy. In addition, it is concluded that the individualism tendency of countries negatively predicts the relationship between school leadership and collective teacher efficacy. Moreover, it is determined that the uncertainty avoidance and masculinity tendencies of countries do not predict the relationship between school leadership and collective teacher efficacy. In line with these results, school managers working in countries that have high power distance, collectivity, long-term investment, and limitation tendency should benefit from these opportunities to carry out and complete the school mission. School managers in countries that have low power distance, collectivity, long-term investment, and limitation tendency should develop different strategies.en_US
dc.identifier.doi10.1080/13603124.2022.2128431
dc.identifier.issn1360-3124
dc.identifier.issn1464-5092
dc.identifier.scopus2-s2.0-85140053841en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.urihttps://doi.org/10.1080/13603124.2022.2128431
dc.identifier.urihttp://hdl.handle.net/20.500.12403/2984
dc.identifier.wosWOS:000868220500001en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherTaylor & Francis Ltden_US
dc.relation.ispartofInternational Journal of Leadership in Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectSelf-Efficacyen_US
dc.subjectTransformational Leadershipen_US
dc.subjectShared Leadershipen_US
dc.subjectRolesen_US
dc.subjectCollaborationen_US
dc.subjectMetaanalysisen_US
dc.subjectTeamsen_US
dc.titleAnalysis of the relationship between school leadership and collective teacher efficacy: a cultural comparisonen_US
dc.typeArticleen_US

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