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Successful School Principals in Socioeconomically Disadvantaged Schools: A Grounded Theory Research from Turkish Context

Year 2024, Volume: 11 Issue: 4, 77 - 98, 07.07.2024
https://doi.org/10.17275/per.24.50.11.4

Abstract

The purpose of this study was to delve into the characteristics, professional competencies, leadership attitudes, and behaviors of successful school principals (SSPs) in socioeconomically disadvantaged schools. Utilizing a systematic grounded theory method (SGTM), we conducted research in the provinces of Amasya, Çorum, Samsun, and Tokat in Türkiye. Purposeful and theoretical sampling methods were employed to recruit successful school principals, deputy principals, teachers, students, and parents from secondary schools affiliated with the Ministry of National Education (MoNE). The data draws on unstructured individual and focus group interviews, as well as documents and observations. All the data obtained were inductively analyzed through open, axis, and selective coding stages. Based on the codes, sub-categories, categories, themes, and dimensions from the analyses, we designed the Contextual Successful School Principalship Model (CSSPM), which falls into four dimensions as follows: individual, managerial, organizational, and instructional. SSPs in this study mostly tend to display paternalistic leadership attitudes and behaviors in terms of dedication and self-sacrifice, serving, intrinsic motivation, and influencing stakeholders. They exhibit almost all the attitudes and behaviors of servant leadership, act according to some national and moral values, and experience national attitudes such as patriotism and nationalism intensely. By giving importance to the academic socialization of students' mothers, successful school principals exhibit transformational and instructional leadership behaviors. They act strategically to directly involve mothers in enhancing student achievement, demonstrating their commitment to fostering an inclusive and supportive educational environment.

References

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Year 2024, Volume: 11 Issue: 4, 77 - 98, 07.07.2024
https://doi.org/10.17275/per.24.50.11.4

Abstract

References

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  • Akbaba-Altun, S. A. (2011). Başarılı ilköğretim okulu müdürlerinin zaman yönetimi stratejileri [Successful elementary school principals’ time management strategies]. Kuram ve Uygulamada Egitim Yönetimi Dergisi, 17(4), 491-507.
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  • Creswell, J. W. (2012). Educational research: Planning, Conducting, and evaluating quantitative and qualitative research. Boston: Pearson Education, Inc
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  • Day, C. W. (2022). Commentary – Research on successful school principalship: Progress on a secure front. Journal of Educational Administration, 60(1), 118-123. doi:10.1108/JEA-02-2022-268
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  • Goode, H., Drysdale, L., & Gurr, D. (2023). What We Know about Successful School Leadership from Australian Cases and an Open Systems Model of School Leadership. Education Sciences, 13(11),1-20. doi.org/10.3390/educsci13111142
  • Gordon, M. F., & Hart, H. (2022). How strong principals succeed: improving student achievement in high-poverty urban schools. Journal of Educational Administration, 60(3), 288-302. doi:10.1108/JEA-03-2021-0063
  • Gregory, R. W. (2010). Design science research and the grounded theory method: Characteristics, differences, and complementary uses. Proceedings of the 18th European Conference on Information Systems, 111-127.
  • Grint, K. (2005). Problems, problems, problems: The social construction of leadership. Human Relations, 58(11), 1467–1494. doi:10.1177/0018726705061314
  • Grissom, J. A., & Loeb, S. (2011). Triangulating principal effectiveness: How perspectives of parents, teachers, and assistant principals identify the central importance of managerial skills. American Educational Research Journal, 48(5), 1091–1123. doi:10.3102/0002831211402663
  • Gu, Q., & Johansson, O. (2013). Sustaining school performance: School contexts matter. International Journal of Leadership in Education, 16(3), 301-326. doi:10.1080/13603124.2012.732242
  • Gu, Q., Day, C., Walker, A., & Leithwood, K. (2018). How successful secondary school principals enact policy. Leadership and Policy in Schools, 17(3), 327–331. doi:10.1080/15700763.2018.1496343
  • Gurr, D. (1996). On conceptualising school leadership: Time to abandon transformational leadership? Leading and Managing, 2(3),221–239. doi/10.3316/aeipt.76662
  • Gurr, D. (2014). Successful school leadership across contexts and cultures. Leading and Managing, 20(2), 75-88. doi:10.3316/informit.036841514593192
  • Gurr, D. (2017). A model of successful school principalship from the International Successful School Principalship Project. In K. Leithwood, J. Sun, & K. Pollock (Eds.), How school leaders contribute to student success (pp. 15–29). Dordrecht, Springer
  • Gurr, D., & Drysdale, L. (2008). Reflections on twelve years of studying the leadership of Victorian schools. International Studies in Educational Administration, 36(2), 22-37.
  • Gurr, D., Drysdale, L., Clarke, S., & Wildy, H. (2014). High-need schools in Australia: The leadership of two principals. Management in Education, 28(3), 86-90.
  • Hallinger, P. (2005). Instructional leadership and the school principal: A passing fancy that refuses to fade away. Leadership and Policy in Schools, 4(3), 221-239. doi:10.1080/15700760500244793
  • Hallinger, P. (2011). Leadership for learning: Lessons from 40 years of empirical research. Journal of Educational Administration, 49(2), 125-142. doi: 10.1108/09578231111116699
  • Hallinger, P., & Heck, R. H. (1999). Can leadership enhance school effectiveness. In T. Bush, L. Bell, R. Bolam, & R. Glatter (Eds.). Educational management: Redefining theory, policy and practice, (pp.178-190). London: SAGE.
  • Hallinger, P., & Heck, R. H. (2010). Leadership for learning: does collaborative leadership make a difference in school improvement? Educational Management Administration & Leadership, 38(6), 654-678. doi:10.1177/1741143210379060
  • Hooker, K. O. (2000). Superintendents' perspectives on the recruitment and selection of building level administrators. Planning and Changing, 31(3/4), 182-205.
  • Jacobson, S. L., Johnson, L., Ylimaki, R., & Giles, C. (2005). Successful leadership in challenging US schools: enabling principles, enabling schools. Journal of Educational Administration, 43(6), 607-618. doi: 10.1108/09578230510625700
  • Jacobson, S. L., Johnson, L., Ylimaki, R., & Giles, C. (2009). Sustaining success in an American school: A case for governance change. Journal of Educational Administration, 47(6), 753–764. doi:10.1108/09578230910993131
  • Jacobson, S., Day, C. & Leithwood, K. (2005). Successful school principalship project [Special issue]. Journal of Educational Administration, 43(6), 533-630.
  • Johansson, O., & Ärlestig, H. (2022). Commentary–The ISSPP expedition to a greater understanding of principalship and new challenges for tomorrow's leaders. Journal of Educational Administration, 60(1), 124-131. doi:10.1108/JEA-02-2022-269
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There are 84 citations in total.

Details

Primary Language English
Subjects Educational Psychology
Journal Section Research Articles
Authors

Ali Duran 0000-0001-6132-4066

Necati Cemaloğlu 0000-0001-7753-2222

Early Pub Date July 14, 2024
Publication Date July 7, 2024
Submission Date February 3, 2024
Acceptance Date June 19, 2024
Published in Issue Year 2024 Volume: 11 Issue: 4

Cite

APA Duran, A., & Cemaloğlu, N. (2024). Successful School Principals in Socioeconomically Disadvantaged Schools: A Grounded Theory Research from Turkish Context. Participatory Educational Research, 11(4), 77-98. https://doi.org/10.17275/per.24.50.11.4