Yazar "Ozdemir, Murat" seçeneğine göre listele

Listeleniyor 1 - 2 / 2
  • [ X ]
    Öğe
    How authentic principal leadership influences teacher organisational identification via teacher academic optimism and collective responsibility: a moderated-mediation analysis
    (Emerald Group Publishing Ltd, 2024) Karatas, Erdem; Ozdemir, Murat; Vural, Gursen
    PurposeTeachers' organisational identification is crucial for the success of educational reform in the change process. This study investigates how and under what conditions authentic principal leadership contributes to teachers' organisational identification.Design/methodology/approachData collected from 7907 public high school teachers across T & uuml;rkiye were analysed using bootstrapping method. This research tested a moderated mediation model of authentic principal leadership effects on teachers' organisational identification by incorporating teacher academic optimism as a mediator, and teacher collective responsibility as a moderator.FindingsResults revealed significant direct and indirect effects of authentic principal leadership on the teachers' organisational identification via teacher academic optimism. Teacher collective responsibility significantly moderated the effects of authentic principal leadership on both teacher academic optimism and on teachers' organisational identification. The positive effects of authentic principal leadership were strengthened when the collective responsibility was higher.Originality/valueThis study integrates authentic leadership theory with social identity theory, which provides a more theoretically accurate understanding of how authentic principal leadership influences teachers' organisational identification.
  • [ X ]
    Öğe
    Psychometric Properties of the Turkish Version of the Teacher Academic Optimism Scale
    (Sage Publications Inc, 2023) Karatas, Erdem; Ozdemir, Murat
    This study aimed to adapt Teacher Academic Optimism Scale-Secondary (TAOS-S) to Turkish culture. A total of 453 public school teachers in Turkey participated in the study. We examined the validity, reliability, and measurement invariance of the scale across school levels. The results indicated good internal consistency of the TAOS, suggesting a good measure to assess teacher academic optimism. Confirmatory factor analysis revealed that the three-dimensional individual teacher academic optimism construct showed a good fit with strong reliability evidence. Multigroup confirmatory factor analysis results indicated both configural and metric invariance was observed across school levels; however, scalar invariance was only partially confirmed. Overall, our results show the TAOS has sound psychometric properties, is culturally and linguistically acceptable, and is equally effective in assessing the academic optimism of Turkish teachers.