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This study aims to explore the relationship between authoritarian leadership and commitment and the mediating roles of silence and trust in school principals.

This study employed a cross-sectional design to illustrate the relationships among authoritarian leadership, trust in the principal, silence and affective commitment using path analysis evidence provided by 409 K–12 teachers.

The findings revealed that authoritarian leadership indirectly affected teacher commitment through trust in the principal and acquiescent silence. Furthermore, trust in the principal played a partial mediating role between authoritarian leadership and defensive silence. Authoritarian leadership behaviours decreased teachers' affective commitment by decreasing trust in the principal and increasing organisational silence.

Although leadership and culture have been studied intensively in recent years, authoritarian leadership, which is more commonly seen in Eastern societies, has been less studied in school contexts in the Middle East and Asia. Thus, this study contributes to the literature by examining the factors that might influence affective commitment in schools in an urban setting: authoritarian leadership, silence and trust in school principals.

This study sought to provide an understanding of what a culturally contextualized model of instructional leadership looks like in Turkey, and how this differs from models disseminated in the USA.

This study employed qualitative meta-synthesis to systematically review the full set of 22 qualitative studies of instructional leadership in Turkey. A systematic synthesis strategy was applied to code the findings from each study to develop broad themes that describe key domains of principal instructional leadership practice.

The results showed that instructional leadership of school principals in Turkey is composed of four main dimensions and ten subdimensions. The main dimensions include: (1) emphasis on national goals and competition, (2) maintaining the learning environment, (3) motivating and enabling teachers, and (4) monitoring program alignment and test results.

While broad dimensions of instructional leadership described in the international literature are relevant in Turkey, some practices used to enact those dimensions appear poorly aligned with the institutional–cultural context of Turkish schools. Thus, findings from this study support the assertion that the specific practices used to measure, assess and practice instructional leadership must be adapted to the context of a specific society.

This paper contributes to international efforts to develop a globally validated knowledge base in educational leadership and management.

The purpose of this paper is to examine the relationship between school principals’ instructional leadership behaviors, teacher self-efficacy, and collective teacher efficacy.

The participants were a total of 427 teachers working in elementary, middle, and high schools located in the Cekmekoy district of Istanbul. The data were gathered through the “Effective School Leadership Scale,” the “Teacher Self-Efficacy Scale,” and the “Collective Efficacy Scale.” Arithmetic mean, Pearson product-moment correlation coefficient, and multiple linear regression analysis were used in the data analysis.

The results revealed positive and significant relationships between school leadership, teacher self-efficacy, and collective teacher efficacy. In addition, effective school leadership behaviors and teacher self-efficacy perceptions were found to be positive and significant predictors of collective teacher efficacy perceptions.

School principals can implement practices to enhance teachers’ competence, to make them feel more effective and competent as a group. In this sense, teachers who do not feel competent can be guided by those who have more experience in the profession. Additionally, opportunities through which they can experience success can be created for these teachers.

Professional learning communities that merge under the same goal in schools where social relationship networks are strong can contribute to creating an atmosphere which provides a basis for innovativeness. In this study the relationships between social capital, innovativeness climate and professional learning communities were examined through the views of teachers working at public schools. The paper aims to discuss this issue.

The data of this study, which utilised correlational survey model, were collected from 734 teachers who work in the Umraniye district of Istanbul, Turkey.

The findings revealed that there is a positive and statistically significant correlation between social capital, innovativeness climate and professional learning communities. The results demonstrated that teachers’ perceptions of social capital in schools affected their perceptions of innovativeness climate and that professional learning communities had an intermediary role in this relationship. These findings showed that the richness in social relationship networks provided a basis for the development of innovative teaching practices in schools and the professional learning environments created in schools contributed to this process.

In this study, the intermediary role of professional learning communities on the effect of social capital on innovativeness climate was analysed via teachers’ views. In the literature no study studying the relationship between social capital, innovativeness climate and professional learning communities was found.

It can be put forward that there is a need for studies that analyse the effect of the roots of social capital on innovativeness culture to identify other variables that may potentially be relevant. In addition, this study may be a contribution to the literature by providing a study on the concepts of social capital and innovativeness climate, which were studied in the fields of social sciences extensively, in educational settings and this supports the field through theoretical and empirical studies.

This study demonstrated the effects of the concept of social capital on innovativeness climate which provides a basis for innovativeness in educational institutions. This topic is currently on the agenda of the OECD and World Bank. Moreover, this study aims to show the intermediary role of professional learning communities in the relationship between social capital and innovativeness climate.