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Abstract
Administration and governance of schools in Turkey have a complex structure and process. Within the centralized structure, the procedures in educational activities are managed by school principals. In the Turkish literature, there are studies showing leadership styles of school leaders based on the leadership theories borrowed from different contexts. Furthermore, these leadership styles are linked to school outcomes like academic achievement and teacher motivation. Thus, catching compatible sides of leadership theories may serve to improve this kind of school outcomes. In these respects, the current study aimed to investigate which leadership styles have more effect on academic achievement and teacher motivation. Exclusion and inclusion criteria were determined in order to identify the studies to be analyzed. A meta-analysis study including 21 studies in Turkish context was conducted to achieve the purpose of the study. The meta-analysis results showed that the leadership styles were highly related with the school outcomes. Overall, laissez-faire, transactional, instructional, and transformational leadership styles had a high and positive relation with the school outcomes. The laissez-faire and spiritual leadership styles showed more effect on the teacher motivation while the positive and transformational style had more effect on the academic achievement. Considering the conclusions of the study, it is recommended that future studies develop a leadership theory specific to the educational settings in Turkey.
Highlights
1.1 Background of the ProblemIn the human life, different periods shape the people socially, emotionally, and physically
The current study aims to examine the leadership studies in the literature in order to test the effect of leadership styles on academic achievement and teacher motivation
The current study examined 21 studies in order to show the relation of the leadership styles with school outcomes
Summary
1.1 Background of the ProblemIn the human life, different periods shape the people socially, emotionally, and physically. Physical force has been replaced by knowledge, and education has become the core of this power balance. Because of these developments, all countries attach great importance to education. Developed countries are aware of the fact that education system is a key factor for economic growth (Barro, 2013) They make huge investments in their education quality. Education quality refers to fitness for use, the satisfaction of the needs of school elements, and conformance to these strategic elements’ requirements and expectations (Cheng & Tam, 1997) As a result, these investments in developed countries return as achievements in science and arts. On the other hand, undeveloped or 3rd world countries give an emphasis on leadership but they generally support from leadership approaches of countries having their original leadership perspectives
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