The aim of this study is to determine the effect of shared instructional leadership and social capital on school effectiveness according to teacher perceptions. The study was designed in a descriptive relational survey model. The sample of the study consists of 403 teachers working in schools in the Odunpazarı and Tepebaşı districts located in the city center of Eskişehir, Turkey in the 2021-2022 academic year. In the study, “Shared instructional leadership scale,” “Social capital scale” and “School effectiveness scale” were used. In the study, it was found that teachers’ perceptions of shared instructional leadership, social capital, and school effectiveness levels were high. It was determined that shared instructional leadership and social capital variables together had a high and significant relationship with school effectiveness. The relative importance of the predictor variables on school effectiveness are shared instructional leadership and social capital variables, and these variables were found to be significant predictors of school effectiveness. School principals can contribute to the strengthening of social capital and school effectiveness by exhibiting shared instructional leadership behaviors such as focusing on student learning, sharing authority and responsibilities, strong dialogue and cooperation.
AbdurrezzakS.UğurluC. T. (2019). Etkili Okul Ölçeğinin Geçerlik ve Güvenirlik Çalışması. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 20(1), 69–82. https://doi.org/10.17679/inuefd.359588
2.
AlammarL. (2015). The effective school: The role of the leaders in school effectiveness. Educational Research and Reviews, 10(6), 695–721. https://doi.org/10.5897/err2014.1986
3.
AlanoğluM. (2014). The impact of high schools’ organizational learning level on school effectiveness and organizational citizenship behaviour [Unpublished master’s thesis, Fırat University].
4.
AltunB.SarpkayaR. (2017). Political models in educational administration. Adnan Menderes University Faculty of Education Journal of Educational Sciences, 8(2), 1–12.
5.
ArdahanF. (2014). Social capital profile of individuals: Antalya case. The Journal of Academic Social Science, 2(89), 38–56. https://doi.org/10.16992/ASOS.435
6.
ArslantaşH. İ.ÖzkanM. (2014). Defining qualities of school administrators in effective schools from teachers and administrators point of view. The Journal of Academic Social Science Studies, 26(2), 181–193.
7.
AtcıoğluE. (2018). The relationship between the effectiveness level of schools and the engagement level of employees. (Unpublished master's thesis). Kahramanmaraş Sütçü İmam University.
8.
AtılkanN. (2019). Relationship between school principals’s distributed leadership behaviors and school effectiveness [Unpublished master’s thesis, Karabük University].
9.
AydemirM. A. (2011). Social capital value of social relationships (A research on social capital and sense of community) [Unpublished master’s thesis, Selçuk University].
10.
AyıkA.ŞayirG. (2014). The relation between, instructional leadership behaviours of school principals and organizational climate. Electronic Journal of Social Sciences, 13(49), 253–279. https://doi.org/10.17755/esosder.39460
11.
BakerS.JohnD.JanaM. W. (2020). Talk or walk: School principals and shared instructional leadership. School Leadership Review, 15(1), 1–25.
12.
BakırA. A. (2013). The analysis of relationship between the teachers’ perceptions of distributed leadership and organizational commitment [Unpublished doctoral thesis, İnönü University].
13.
BalcıA. (2013). Effective school: School improvement theory, practice and research. Pegem Academy.
14.
BellibaşM. Ş.KılınçA. Ç.PolatcanM. (2021). The moderation role of transformational leadership in the effect of instructional leadership on teacher professional learning and instructional practice: An integrated leadership perspective. Educational Administration Quarterly, 57(5), 776–814. https://doi.org/10.1177/0013161x211035079
15.
BüyüköztürkS. (2013). Data analysis handbook. Pegem Academy.
16.
BüyüköztürkŞ.ÇakmakE. K.AkgünÖ. E.KaradenizŞ.DemirelF. (2012). Scientific research methods. Pegem Academy.
17.
CanB. (2014). The relationship between the leadership styles of the secondary school principals and students’ success [Unpublished master’s thesis, Dokuz Eylül Universiy].
18.
CengizF. (2015). The effect of school principals’ instructional leadership behaviours on teachers’ job satisfaction [Unpublished master’s thesis, Yıldız Technical University].
19.
CeritY.YıldırımB. (2017). The relationship between primary school principals’ effective leadership behaviours and school effectiveness. Bartın University Journal of Faculty of Education, 6(3), 902–914. https://doi.org/10.14686/buefad.312405
20.
ChengY. C. (1997). School re-engineering in the new century: An organizational perspective. Educational Research Journal, 12(1), 73–95.
21.
ChristyK. M. (2008). A comparison of distributed leadership readiness in elementary and middle schools [Unpublished doctoral thesis, University of Missouri].
22.
ÇobanoğluFBadavanY (2017). The key of successful schools: The correlates of school effectiveness, 26(1), 114–134.
23.
ColemanJ. S. (1988). Social capital in the creation of human capital. American Journal of Sociology, 94(Supplement), 95–120. https://doi.org/10.1086/228943
24.
ÇubukçuZ.GirmenP. (2006). Levels of secondary education institutions to have effective school characteristics. Journal of Social Sciences, 16(1), 121–136.
25.
CuetoS.GuerreroG.LeonJ.De SilvaM.HuttlyS.PennyM. E.LanataC. F.VillarE. (2005). Social capital and education outcomes in urban and rural Peru. Young Lives, Working Paper, 28(1), 1–35.
26.
DemirK. (2021). Leadership in education. In YılmazK.DemirK. (Eds.), Educational administration: Theory and practice (pp. 139–168). Pegem Academy.
27.
DerbedekH. (2008). The effects of instructional leadership characteristics of primary school principals on their self-efficacy (Example of Bursa province) [Unpublished master’s thesis, Pamukkale University].
28.
DikaS. L.SinghK. (2002). Applications of social capital in educational literature: A critical synthesis. Review of Educational Research, 72(1), 31–60. https://doi.org/10.3102/00346543072001031
29.
DilekçiÜ. (2021). Shared instructional leadership: Scale adaptation study. Inonu University Journal of the Faculty of Education, 22(3), 2484–2508. https://doi.org/10.17679/inuefd.1016019
30.
EdmondsR. (1979). Effective schools for the urban poor. Educational Leadership, 37(1), 15–24.
31.
EkinciA. (2008). The effect of social capital level in general high schools on the success of ÖSS [Unpublished doctoral thesis, Fırat University].
32.
EnginA. O.ÖzenŞ.BayoğluV. (2009). Some basing variables influencing the students’ school learning sucesses. Journal of the Institute of Social Sciences, 1(3), 125–156.
33.
ErenA. (2020). The relationship between the instructional leadership behaviors of primary school principals and the effective school [Unpublished master’s thesis, Gazi University].
34.
FalkI. (2000). Leadership in vocational education and training: Developing social capital through partnerships. Centre For Research and Learning in Regional Australia, Unıversıty of Tasmanıa, Avetra Conference, Rydges, 23–24 March, 2000.
35.
FukuyamaF. (2001). Social capital, civil society and development. Third World Quarterly, 22(1), 7–20. https://doi.org/10.1080/713701144
36.
GeorgeD.MalleryM. (2010). SPSS for Windows step by step: A simple guide and reference (10th ed.). Pearson.
37.
GoddardR. D. (2003). Relational networks, social trust, and norms: A social capital perspective on students’ Chances of academic success. Educational Evaluation and Policy Analysis, 25(1), 59–74. https://doi.org/10.3102/01623737025001059
38.
GökçeF.KahramanP. B. (2010). Components of an effective school: A sample from Bursa. Journal of Uludağ University Faculty of Education, 23(1), 173–206.
39.
GrootaertC.BastelaerT. (2002). Understanding and measuring social capital: A synthesis of findings and recommendations from the social capital initiative. The World Bank.
40.
GünkörC. (2017). Exploration of the relationship between education and development. Journal of International Social Sciences Education, 3(1), 14–32.
41.
GürbüzS.ŞahinF. (2014). Research methods in social sciences: Philosophy-method-analysis. Seçkin.
HallingerP.Gümüş¸S.BellibaşM. Ş. (2020). Are principals instructional leaders yet? A science map of the knowledge base on instructional leadership, 1940–2018. Scientometrics, 122(3), 1629–1650. https://doi.org/10.1007/s11192-020-03360-5
44.
HallingerP.HeckP. (1999). Can leadership enhance school effectiveness. In BushT.GlatterR.BolamR.RibbinsP.BellL. (Eds.), Redefining educational management (pp. 178–190). Paul Chapman.
45.
HallingerP.MurphyJ. (1985). Assessing the instructional management behavior of principals. The Elementary School Journal, 86(2), 217–247. https://doi.org/10.1086/461445
46.
HallingerP.WalkerA. (2017). Leading learning in Asia-Emerging empirical insights from five societies. Journal of Educational Administration, 55(2), 130–146. https://doi.org/10.1108/jea-02-2017-0015
47.
HeffernanA.LongmuirF. (2019). A school full of instructional experts: Shared instructional leadership in rural schools. Leading and Managing, 25(2), 1–13.
48.
HorvatE. M.WeiningerE. B.LareauA. (2003). From social ties to social capital: Class differences ın the relations between schools and parent networks. American Educational Research Journal, 40(2), 319–351. https://doi.org/10.3102/00028312040002319
49.
HoyW. K.MiskelC. G. (2013). Educational administration: Theory, research, and practice (9 b.). The McGraw Hill Companies.
50.
HulpiaH.DevosG. (2009). Exploring the link between distributed leadership and job satisfaction of school leaders. Educational Studies, 35(2), 153–171. https://doi.org/10.1080/03055690802648739
51.
İnceC. (2017). An assessment of the school’s impact on student achievement [oral presentation]. International Conference on Multidisciplinary, Engineering, Science, Education and Technology, Bitlis, Turkey.
JacksonK.MarriottC. (2012). The interaction of principal and teacher instructional influence as a measure of leadership as an organizational quality. Educational Administration Quarterly, 48(2), 230–258.
54.
KahramanI. (2016). Investigation of the effects of activities aimed at improving social capital on teachers’ social capital level [Unpublished doctoral thesis, Gaziantep University].
55.
KaplanL. S.OwingsW. A. (1999). Assistant principals: The case for shared instructional leadership. NASSP Bulletin, 83(610), 80–94. https://doi.org/10.1177/019263659908361012
56.
KaracabeyM. F.BellibaşM. Ş.AdamsD. (2020). Principal leadership and teacher professional learning in Turkish schools: Examining the mediating effects of collective teacher efficacy and teacher trust. Educational Studies, 48(2), 253–272. https://doi.org/10.1080/03055698.2020.1749835
57.
KarasarN. (2010). Scientific research method: Concepts, principles, techniques. Nobel.
58.
KorkmazE.GündüzH. B. (2011). Indiceting levels of distributive leadership behaviours of primary school principals. Kalem Education and Human Sciences journal, 1(1), 121–153.
59.
KouvonenA.KivimäkiM.VahteraJ.OksanenT.ElovainioM.CoxT.VirtanenM.PenttiJ.CoxS. ,J.WilkinsonR. G. (2006). Psychometric evaluation of a short measure of social capital at work. BMC Public Health, 6(1), 251–310. https://doi.org/10.1186/1471-2458-6-251
60.
LeanaC. R.PilF. K. (2006). Social capital and organizational performance: Evidence from urban public school. Organization Science, 17(3), 353–369. https://doi.org/10.1287/orsc.1060.0191
61.
LezotteL. W. (1991). Correlates of effective schools: The first and second generation. Effective Schools Products, Ltd.
62.
MaX.MarionR. (2021). Exploring how instructional leadership affects teacher efficacy: A multilevel analysis. Educational Management Administration & Leadership, 49(1), 188–207. https://doi.org/10.1177/1741143219888742
63.
MarksH. M.PrintyS. M. (2003). Principal leadership and school performance: An integration of transformational and instructional leadership. Educational Administration Quarterly, 39(3), 370–397. https://doi.org/10.1177/0013161x03253412
64.
McclenaghanP. (2000). Social Capital: Exploring the theoretical foundations of community development education. British Educational Research Journal, 26(5), 565–582. https://doi.org/10.1080/713651581
65.
McEvanE. (1994). Seven Steps to Effective Instructional Leadership. Scholastıc Inc.
66.
MoNE (2022). 2021-2022 academic year education statistics. Ministry of National Education. https://eskisehir.meb.gov.tr/
67.
NamlıA. (2017). The effect of high school principals’ supportive leadership behaviors and collective trust on school effectiveness [Unpublished doctoral thesis, Fırat University].
68.
NeufeldB.FarrarE.MilesM. B. (1983). Reviews of effective schools programs: the lessons for secondary schools. Center for Policy Research, Huron Institute.
69.
OlukçuE. (2018). The relationship between school managers' instructional leadership roles and teachers' organizational identification (Çorum sample) [Unpublished master’s thesis, Amasya University].
70.
OrrM. (1999). Black social capital: The politics of school reform. University Press of Kansas.
71.
ÖzdemirS.SezginF. (2002). Effective schools and instructional leadership. Kyrgyzstan Turkey Manas University Journal of Social Sciences, 2(3), 266–282.
72.
ÖzerY.AnılD. (2011) Examining the factors affecting students’ science and mathematics achievement with structural equation model (41, pp. 313–324). Hacettepe University Faculty of Education Journal.
73.
ÖztürkN. (2015). Organizational culture and teacher leadership in educational organizations: Mediation role of leader-member exchange [Unpublished doctoral thesis, Gaziantep University].
74.
PlagensG. K. (2003). Social capital and school performance: A local-level test. American Political Science Association Annual Conference, Philadelphia, 28–31 August, 2003.
75.
PolatS. (2009). Analysis of academic failure on the basis of social inequality. Education Science Society Journal, 7(25), 46–61.
76.
PongS. (1997). Family structure, school context, and eighth-grade math and reading achievement. Journal of Marriage and Family, 59(3), 734–746. https://doi.org/10.2307/353957
77.
PrintyS. M.MarksH. M.BowersA. J. (2009). Integrated leadership: How principals and teachers share transformational and instructional influence. Journal of School Leadership, 19(5), 504–532. https://doi.org/10.1177/105268460901900501
78.
PutnamR. (2000). Bowling alone: The collapse and revival of American community. Simon & Schuster.
79.
PutnamR. (2002). Community-based social capital and educational performance in making good citizens: Education and civil society. Yale University.
ŞahinM. (2011). Teacher perceptions about effective school and parent reletion: Example the Asian side of Istanbul [Unpublished master’s thesis, Maltepe University].
82.
SammonsP.GuQ.DayC.KoJ. (2011). Exploring the impact of school leadership on pupil outcomes: Results from a study of academically improved and effective schools in England. International Journal of Educational Management, 25(1), 83–101. https://doi.org/10.1108/09513541111100134
83.
SaricicekL. (2014). According to teachers’ views of distributed leadership and school climate in Şehitkamil district in Gaziantep city [Unpublished master’s thesis, Zirve University].
84.
ŞenelT.BuluçB. (2016). The relationship between organizational climate and school effectiveness in primary schools. Turkish Science Research Foundation, 9(4), 1–12.
85.
SergiovanniT. J. (1995). The principalship: A reflective practice perspective. Allyn and Bycon.
86.
SergiovanniT. J. (1998). Leadership as pedagogy, capital development and school effectiveness. International Journal of Leadership in Education, 1(1), 37–46. https://doi.org/10.1080/1360312980010104
87.
SevimliE. (2015). The effectiveness levels of schools in Denizli.(Unpublished master's thesis). Pamukkale University.
88.
SheppardB.HurleyN.DibbonD. (2010). Distributed leadership, teacher morale, and teacher enthusiasm: Unraveling the leadership pathways to school success. Annual Meeting of the American Educational Research Association.
89.
ŞişmanM. (2020). The pursuit of excellence in education (5th ed.). Pegem Academy.
90.
ŞişmanM.TuranS. (2004). Education and school management. Pegem Academy.
91.
SivriH. (2011). School effectiveness: A qualitative investigation [Unpublished master’s thesis, Middle East Technical University].
92.
TarhanS. (2008). The effective school perceptions of teachers who work in primary schools.(Unpublished master's thesis). Beykent University.
93.
TaylorB. O. (1990). Definition of the effective schools model or process. National Center for Effective Schools Reseach and Development.
94.
Tschannen-MoranM.HoyW. K. (1998). Trust in schools: A conceptual and empirical analysis. Journal of Educational Administration, 36(4), 334–352. https://doi.org/10.1108/09578239810211518
95.
UnalA.CelikM. (2013). The analysis of the instructional leadership behaviour of the principals with the organizational citizenship behaviours of the teachers. Uşak University Journal of Social Sciences, 6(2), 239–258.
96.
UrickA. (2016). Examining US principal perception of multiple leadership styles used to practice shared instructional leadership. Journal of Educational Administration, 54(2), 152–172.
97.
UrickA.BowersA. (2014). What are the different types of principals across the United States? A latent class analysis of principal perception of leadership. Educational Administration Quarterly, 50(1), 96–134. https://doi.org/10.1177/0013161x13489019
98.
WitziersB.BoskerR. J.KrugerM. L. (2003). Educational leadership and student achievement: The elusive search for an association. Educational Administration Quarterly, 39(3), 398–425. https://doi.org/10.1177/0013161x03253411
99.
YıldırımB.MertP. (2021). Leadership in organizations. CeritY. (Ed.) in Organizational behavior (pp. 447–469). ASOS.
100.
YılmazE. (2010). Examination of the relationship of instructional leadership roles of primary school principals and effective schools [Unpublished master’s thesis, Gazi University].
101.
ZhanX.AnthonyA. B.GoddardR.BeardK. S. (2020). Development, factor structure, and reliability of the shared instructional leadership scale in public secondary schools. Educational Management Administration & Leadership, 51(1), 1–20. https://doi.org/10.1177/1741143220963103
