Bridging Educational Research and Teacher Performance: Multiple Mediation Analysis of Professional Development and Teacher Leadership

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dc.authoridhttps://orcid.org/0000-0002-7276-4865
dc.authoridhttps://orcid.org/0000-0003-1176-0243
dc.authoridhttps://orcid.org/0000-0001-8816-287X
dc.authoridhttps://orcid.org/0000-0003-3740-7771
dc.authoridhttps://orcid.org/0000-0003-2784-1574
dc.authoridhttps://orcid.org/0000-0003-4123-7488
dc.authoridhttps://orcid.org/0000-0002-2141-3555
dc.contributor.authorÖzgenel, Mustafa
dc.contributor.authorYalçın, Elif
dc.contributor.authorYazıcı, Şebnem
dc.contributor.authorTaktak, Mustafa
dc.contributor.authorUysal, Orhan Kadir
dc.contributor.authorAsmaz, Adem
dc.contributor.authorAydoğan, İlker
dc.date.accessioned2025-08-12T07:46:32Z
dc.date.available2025-08-12T07:46:32Z
dc.date.issued2025
dc.departmentSağlık Bilimleri Fakültesi
dc.description.abstractThis study explores the mediating roles of professional development and teacher leadership in the relationship between educational research and teacher performance. Data from 465 Turkish teachers were analyzed using a multiple mediation model. Results show that educational research positively influences teacher performance directly and indirectly through professional development and leadership, enhancing overall performance. Significant connections between educational research, professional development, and leadership are highlighted. The findings suggest that integrating educational research with teacher development and leadership can improve teacher performance, providing valuable insights for educational leaders and policymakers focused on enhancing teacher effectiveness.
dc.identifier.citationMustafa Özgenel, Elif Yalçin, Şebnem Yazıcı, Mustafa Taktak, Orhan Kadir Uysal, Adem Asmaz & İlker Aydoğan (26 Feb 2025): Bridging Educational Research and Teacher Performance: Multiple Mediation Analysis of Professional Development and Teacher Leadership, Leadership and Policy in Schools, DOI: 10.1080/15700763.2025.2468714
dc.identifier.doi10.1080/15700763.2025.2468714
dc.identifier.issn1570-0763
dc.identifier.issn1744-5043
dc.identifier.urihttps://hdl.handle.net/11363/10256
dc.identifier.wos001433514300001
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Science
dc.institutionauthoridhttps://orcid.org/0000-0003-2784-1574
dc.language.isoen
dc.publisherROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD,2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
dc.relation.ispartofLEADERSHIP AND POLICY IN SCHOOLS
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectSOCIAL COGNITIVE THEORY
dc.subjectSTUDENT-ACHIEVEMENT
dc.subjectATTITUDES
dc.subjectIMPACT
dc.subjectGAP
dc.subjectPERCEPTIONS
dc.subjectBELIEFS
dc.subjectVIEWS
dc.titleBridging Educational Research and Teacher Performance: Multiple Mediation Analysis of Professional Development and Teacher Leadership
dc.typeArticle

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