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

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dc.contributor.authorKaya, Metin
dc.contributor.authorDemi?r, Mustafa
dc.date.accessioned2026-02-28T12:09:00Z
dc.date.available2026-02-28T12:09:00Z
dc.date.issued2025
dc.departmentBayburt Üniversitesi
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. © 2022 Informa UK Limited, trading as Taylor & Francis Group.
dc.identifier.doi10.1080/13603124.2022.2128431
dc.identifier.endpage946
dc.identifier.issn13603124
dc.identifier.issue5
dc.identifier.scopus2-s2.0-85140053841
dc.identifier.scopusqualityQ1
dc.identifier.startpage929
dc.identifier.urihttps://doi.org/10.1080/13603124.2022.2128431
dc.identifier.urihttps://hdl.handle.net/20.500.12403/5774
dc.identifier.volume28
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherRoutledge
dc.relation.ispartofInternational Journal of Leadership in Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_Scopus_20260218
dc.titleAnalysis of the relationship between school leadership and collective teacher efficacy: a cultural comparison
dc.typeArticle

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