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

Ali Duran; Necati Cemaloğlu

doi:10.17275/per.24.50.11.4

EN

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

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.

Keywords

successful school principalship, social justice leadership, paternalistic leadership, servant leadership, academic achievement

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Details

Primary Language

English

Subjects

Educational Psychology

Journal Section

Research Article

Authors

Ali Duran ^*
0000-0001-6132-4066
Türkiye

Necati Cemaloğlu
0000-0001-7753-2222
Türkiye

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 Number: 4

DOI

https://doi.org/10.17275/per.24.50.11.4

IZ

https://izlik.org/JA78XC33UY

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

AMA

1.Duran A, Cemaloğlu N. Successful School Principals in Socioeconomically Disadvantaged Schools: A Grounded Theory Research from Turkish Context. PER. 2024;11(4):77-98. doi:10.17275/per.24.50.11.4

Chicago

Duran, Ali, and Necati Cemaloğlu. 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.

EndNote

Duran A, Cemaloğlu N (July 1, 2024) Successful School Principals in Socioeconomically Disadvantaged Schools: A Grounded Theory Research from Turkish Context. Participatory Educational Research 11 4 77–98.

IEEE

[1]A. Duran and N. Cemaloğlu, “Successful School Principals in Socioeconomically Disadvantaged Schools: A Grounded Theory Research from Turkish Context”, PER, vol. 11, no. 4, pp. 77–98, July 2024, doi: 10.17275/per.24.50.11.4.

ISNAD

Duran, Ali - Cemaloğlu, Necati. “Successful School Principals in Socioeconomically Disadvantaged Schools: A Grounded Theory Research from Turkish Context”. Participatory Educational Research 11/4 (July 1, 2024): 77-98. https://doi.org/10.17275/per.24.50.11.4.

JAMA

1.Duran A, Cemaloğlu N. Successful School Principals in Socioeconomically Disadvantaged Schools: A Grounded Theory Research from Turkish Context. PER. 2024;11:77–98.

MLA

Duran, Ali, and Necati Cemaloğlu. “Successful School Principals in Socioeconomically Disadvantaged Schools: A Grounded Theory Research from Turkish Context”. Participatory Educational Research, vol. 11, no. 4, July 2024, pp. 77-98, doi:10.17275/per.24.50.11.4.

Vancouver

1.Ali Duran, Necati Cemaloğlu. Successful School Principals in Socioeconomically Disadvantaged Schools: A Grounded Theory Research from Turkish Context. PER. 2024 Jul. 1;11(4):77-98. doi:10.17275/per.24.50.11.4