Multilevel analysis of teacher work attitudes
By Ibrahim Duyar, Sedat Gumus, M. Bellibaş. 2013
158 citations recorded by the source corpus.
Subfields: Education, Social Psychology
View Paper: https://www.semanticscholar.org/paper/a8ccc641b0c54aa708a67fc4553cb1509259a152
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
In Social Psychology
Citations in the corpus
- Trust in principals, leaders’ focus on instruction, teacher collaboration, and teacher self-efficacy: testing a multilevel mediation model (2020, background): “Our finding is supported by the previous literature (Duyar et al., 2013; Puchner and Taylor, 2006; Tschannen-Moran and Hoy, 2007).”
- The Effect of Instructional Leadership and Distributed Leadership on Teacher Self-efficacy and Job Satisfaction: Mediating Roles of Supportive School Culture and Teacher Collaboration (2020, background): “Another line of research inquired into the possible associations between principal leadership, schools’ supportive organizational environment, conditions, and culture (Duyar et al., 2013; Goddard et al., 2015; Harris and Jones, 2010).”
- Exploring how instructional leadership affects teacher efficacy: A multilevel analysis (2021, background): “Email: xiaorom@g.clemson.edu One area in which principals influence teachers’ work is the significant relationship between instructional leadership and teacher efficacy beliefs (e.g., Duyar, Gumus, and Bellibas, 2013; Ross and Gray, 2006; Tschannen-Moran and Woolfolk Hoy, 2007).”
- How Much Do School Principals Matter When It Comes to Teacher Working Conditions? (2017, background): “Other researchers have found that instructional practices (e.g., managing curriculum and supervising teachers, etc.) and principal servant leadership (e.g., providing support, making teachers a priority, etc.) were associated with increased job satisfaction (Duyar et al., 2013; J. Murphy, 1988).”