A qualitative investigation of distributed leadership in eco-schools

Bağcı, Başa
This study aims to explore the nature of distributed leadership in eco-school practice. The structure and application of the eco-school program in the school have included in the school’s collective environment. This ethnographic study examined the role of various forms of leadership in the face of this environment. Data obtained from long-term observation of situations, interactions and behaviors within eco-school and other environmental activities in the school portrayed an image of eco-school culture. Semi-structured interviewing along with the documents and observation ensured in-depth analysis while satisfying the triangulation of the data. Findings presented an insight into eco-school practices and forms of leadership situating during environmental management in the school. It is obtained that practicing eco-school allowed an environment where differentiated leadership features arose and encouraged. It is required to be acted and supported by several environmental performances in the school through the themes proposed by the program. This practice flourished teacher leaders in the formal role who were expertise in the context of sustainability as being coordinators, as well as to encourage student leadership within the teams. The principal had a definite role in this context as being supporter and as one of the pieces of the collaboration. The common purpose on environmental values provided an atmosphere in which collaborative work supported by different unites, which showed the distribution of leadership to other teams and individuals. Findings stated that the ultimate aim of education for a more sustainable future could be best achieved by sharing ideas and leadership in the schools.


The mediating roles of internal context variables in the relationship between distributed leadership perceptions and continuous change behaviours of public school teachers
This study aims at building a theoretical base for continuous change in education and using this base to test the mediating roles of two key contextual variables, knowledge sharing and trust, in the relationship between the distributed leadership perceptions and continuous change behaviours of teachers. Data were collected from 687 public school teachers. The results showed that the combined effect of knowledge sharing and faculty trust in principal mediated the relationship between teachers' distributed le...
A Metasynthesis of Research on Foreign Language Teacher Identity in Turkey: Implications for Teacher Education
Taner, Gülden; Karaman, Abdullah Cendel (2013-12-01)
This study explores main areas of research and identifies patterns that help interpret current tendencies in the literature on aspects related to language teacher education. For this purpose, we report the outcomes of a metasynthesis of 44 studies related to teacher identity. Conceptually, the analysis is guided by how teacher identity is framed. The structured searches in relevant databases led to conducting a particular type of systematic review known as template analysis. As a result, based on the inter...
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This study aims to investigate the descriptive characteristics, research topics and methodological procedures of master's theses and doctoral dissertations regarding early childhood education in Turkey. Within the scope of the current study, 931 Master's theses and 171 doctoral dissertations were analyzed according to university, institute, department, publication year, academic title of the advisor, research topic, sample group, location in which the study took place, research setting of the study, type of...
The Contribution of Cognitive and Metacognitive Strategy Use to Students Science Achievement
Akyol, Gülsüm; Öztekin, Ceren; Sungur, Semra (Informa UK Limited, 2010-01-01)
This study examined the differences in the level of 7th-grade Turkish students' cognitive and metacognitive strategy use (rehearsal, elaboration, organization, critical thinking, and metacognitive self-regulation) in science and investigated the contribution of cognitive and metacognitive strategy use to students' science achievement. The present study also explored the relationships between students' background characteristics (gender, prior knowledge, socioeconomic status) and their cognitive and metacogn...
A multi-group analysis of the effects of individual differences in mindfulness on nomophobia
Arpaci, Ibrahim; Baloğlu, Mustafa; Kesici, Şahin (2019-03-01)
This study aimed to investigate the impact of individual differences in mindfulness on nomophobia. We developed and validated two structural models to identify the relationship between mindfulness and nomophobia. The 'Nomophobia Questionnaire' and the 'Mindful Attention Awareness Scale' were used to obtain data from the subjects. One-way MANOVA results suggested a statistically significant difference in nomophobia based on higher versus lower mindfulness. Further, a multi-group analysis was conducted to tes...
Citation Formats
B. Bağcı, “A qualitative investigation of distributed leadership in eco-schools,” Thesis (M.S.) -- Graduate School of Social Sciences. Educational Sciences., Middle East Technical University, 2020.