American College of Education (ACE) is incredibly proud of our graduates and how their impactful research contributes to various fields. Ed.D. in Leadership graduate Dr. Russell Relic Jr. focused his dissertation on how leadership styles influence teacher performance and school culture in a private Turkish K-12 school. Through interviews and questionnaires, he explored how teachers experience different leadership approaches and which contribute most to a positive, productive school environment. Below is a summary of Relic’s study, and we invite readers to explore the full version.
Relic’s study examined teachers’ perceptions of leadership styles and their influence on teacher performance and school culture. Guided by Transformational Leadership Theory and Hofstede’s Cultural Dimensions Framework, the study explored how leadership practices shape teacher experiences in a private K-12 school in Istanbul, Turkey.
Using interviews and open-ended questionnaires, Relic investigated how leadership behaviors influence motivation, engagement, collaboration and professional growth through three research questions:
- Research Question 1: What perceptions do K–12 teachers have on the effect that leadership styles have on teacher performance?
- Research Question 2: What specific aspects of the leadership style do teachers find most effective in supporting their work?
- Research Question 3: What specific aspects of the leadership style do teachers find least effective in supporting their work?
Leadership, Culture and Teacher Performance in Turkish Schools
Leadership plays an important role in shaping teacher performance, school culture and overall school success. In Turkey, educational leadership has historically been influenced by hierarchical structures and centralized authority. While these approaches can create clear lines of responsibility, they may also influence how teachers experience autonomy, collaboration and support within the workplace.
Relic’s study was motivated by concerns that leadership styles within Turkish K-12 schools may affect both teacher performance and school culture. Teachers who experience excessive oversight or limited involvement in decision-making may feel less engaged in their work, creating challenges for schools seeking to foster positive and collaborative environments.
To better understand these dynamics, Relic explored teachers’ perceptions of leadership practices in a private K-12 school in Istanbul, Turkey. The study examined how leadership behaviors shape teachers’ professional experiences and contribute to the culture of the school.
What Previous Research Reveals About Educational Leadership
Before conducting his study, Relic examined existing research on educational leadership, teacher performance and school culture. His review of the literature revealed several themes that helped establish the foundation for the study.
Historical and Cultural Influences on School Leadership
Turkey’s educational history continues to influence leadership practices in schools today.
Historically, educational leadership in Turkey developed within highly centralized systems that emphasized authority, structure and administrative control. Although educational reforms have introduced more collaborative approaches over time, leadership in many schools remains shaped by traditions that favor top-down decision-making.
The literature also highlighted the influence of cultural norms surrounding hierarchy and authority. These dynamics can affect how teachers and administrators interact, how decisions are made, and how leadership approaches that emphasize collaboration and shared responsibility are implemented within schools.
Transformational Leadership and Teacher Success
Transformational leadership emphasizes motivation, individualized support and collaboration while encouraging leaders to inspire and empower those they serve.
Across educational settings, studies have linked transformational leadership to stronger teacher engagement, higher job satisfaction and more positive school cultures. Researchers have found that leaders who communicate a shared vision, encourage innovative thinking and invest in professional growth can help create environments where teachers feel supported and valued.
Because transformational leadership prioritizes trust, collaboration and professional development, it has gained attention as a potential alternative to more hierarchical leadership approaches in schools.
School Culture and Collaboration
Research has long linked leadership practices to the culture and climate of a school.
Studies highlighted the role school leaders play in shaping communication, collaboration, trust and inclusivity among staff. Leadership approaches that emphasize transparency, shared responsibility and open communication were often associated with stronger professional relationships and more positive working environments.
The literature also suggested that leadership decisions can influence how connected teachers feel to their schools. When educators have opportunities to contribute their perspectives and participate in decision-making, schools may be better positioned to foster collaboration and a shared sense of purpose.
Leadership in Turkish Schools
Although transformational leadership has been widely studied in educational settings around the world, less research has examined how it functions within Turkish K-12 schools.
Much of the existing literature focuses on the hierarchical, authoritarian or paternalistic leadership approaches that have traditionally shaped Turkish education. As a result, there is limited understanding of how transformational leadership practices are experienced in Turkish schools and how teachers perceive their effectiveness.
This gap in the research helped establish the need for further study and provided the foundation for Relic’s work.
How the Study Was Conducted
Relic used a qualitative exploratory case study design to examine teachers’ perceptions of leadership practices in a private K-12 school in Istanbul, Turkey.
Twenty teachers participated in the study. Participants were selected through purposive sampling based on their years of experience and instructional roles within the school. To collect data, Relic used two methods:
- Semi-structured interviews
- Open-ended questionnaires
The interviews gave participants an opportunity to share their experiences with school leadership in their own words, while the questionnaires provided additional insight into their perspectives and experiences.
Together, these methods allowed Relic to gather detailed information about how teachers perceived leadership behaviors and their influence on professional practice and school culture. Participant confidentiality was maintained throughout the study and established research procedures were used to support the credibility of the data collected.
Analyzing Teacher Perspectives on Leadership
Relic used thematic analysis to identify patterns within participant responses. Interview transcripts and questionnaire responses were reviewed, coded and organized into categories. As the analysis progressed, related ideas were grouped into broader themes that reflected shared experiences among participants.
To strengthen the credibility of the study, Relic compared findings across interviews and questionnaires through triangulation. Member checking and other trustworthiness measures were also used to help ensure the themes accurately reflected participants’ perspectives.
What Teachers Said About Effective Leadership
The analysis identified seven major themes related to leadership styles, teacher performance and school culture. Across the findings, teachers consistently emphasized the importance of transparent communication, supportive leadership, equitable practices and opportunities for professional growth.
Leadership Styles and Influence
Teachers consistently connected their experiences at school to the leadership styles practiced by administrators. Participants generally responded more positively to leadership approaches that emphasized collaboration, trust, support and shared decision-making than to approaches that relied heavily on authority and control.
Many teachers described leadership style as a factor that influenced motivation, collaboration and overall performance. Leadership approaches that encouraged participation and professional respect were often associated with stronger engagement and more positive perceptions of the school environment.
Communication and Feedback
Teachers valued leaders who shared information openly, provided timely updates and offered constructive feedback. When communication was consistent and transparent, participants reported feeling more informed, supported and connected to the school community.
In contrast, limited communication and a lack of transparency often created frustration and confusion.
Goal Setting and Expectation Clarity
Teachers emphasized the importance of clear goals, responsibilities and performance expectations. Participants reported that consistent expectations helped them understand priorities, manage their workload more effectively and perform their roles with greater confidence.
Clear direction reduced uncertainty and helped teachers focus on instructional responsibilities. In contrast, unclear expectations and inconsistent guidance sometimes created confusion and made it more difficult for teachers to perform effectively.
Motivation and Job Satisfaction
Leadership practices were closely tied to teacher motivation and job satisfaction. Participants described feeling more motivated when leaders demonstrated fairness, respect and recognition for their contributions. These behaviors were often linked to stronger morale, greater job satisfaction and a deeper commitment to students and the school community.
School Culture and Climate
Teachers described school culture as strongly influenced by leadership behaviors. Positive school cultures were characterized by trust, collaboration, fairness and mutual respect. Participants frequently associated these qualities with leaders who promoted transparency, inclusivity and open communication.
Concerns about favoritism and inconsistent treatment were also identified as barriers to a positive school climate.
Professional Development and Growth Opportunities
Participants viewed professional development as most effective when it was supported by ongoing leadership involvement. Teachers valued opportunities for learning and growth but emphasized that training alone was not enough. Mentoring, follow-up support and opportunities to apply new skills were described as important factors in translating professional learning into practice.
Support Systems and Resource Accessibility
Teachers highlighted the importance of having access to guidance, resources and encouragement from school leaders. Participants reported that supportive leadership helped them navigate challenges, maintain motivation and remain confident in their roles. Leaders who acknowledged challenges and provided meaningful assistance helped teachers remain resilient and committed to their work.
Key Takeaways for Educational Leaders
Across the study’s findings, teachers consistently associated effective leadership with:
- Clear communication and constructive feedback
- Shared decision-making and teacher involvement
- Individualized support and professional development
- Fairness, trust and transparency
- Collaborative school cultures
Participants also identified several leadership practices that created challenges in the workplace, including:
- Micromanagement
- Limited teacher input
- Communication gaps
- Inconsistent expectations
- Lack of support
- Excessive top-down decision-making
Future Directions for Educational Leadership
Like all research, this study had limitations. The findings were based on the perspectives of 20 teachers from a single private K-12 school in Istanbul and may not reflect experiences across other educational settings.
The study also focused exclusively on teachers. Because the findings were based on interviews and questionnaires, they reflect participants’ perceptions and experiences rather than objective measures of leadership effectiveness.
Relic recommended additional research to further examine leadership effectiveness in Turkish K-12 schools, including:
- Leadership qualification and appointment processes in public and private schools
- The effectiveness of leadership preparation, certification and centralized training programs
- The fairness and credibility of leadership evaluation and selection systems
- Professional learning, mentoring and development models for private-school administrators
Expanding research across different school types and regions may also provide a broader understanding of how leadership practices shape teacher experiences and school culture throughout Turkey.
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