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Examining the role of leadership, trust for school culture and policy

Author

Listed:
  • Figen Yaman Lesinger

    (Near East University)

  • Fahriye Altinay

    (Near East University)

  • Zehra Altinay

    (Near East University)

  • Gökmen Dagli

    (Near East University)

Abstract

Quality of life relies on also the quality of working context and the group dynamic. Culture of schools, trust and leadership facilitate quality in fostering strategic policies in establishing policy and development. The aim of the research study is to examine the role of leadership, trust for school culture in regard to the perceptions of inspectors. As this research stands on qualitative nature, experiences, perceptions of research participants shape the current understanding to give insights on the role of leadership, trust. In addition, establishing school culture is a part of quality to set policy in terms of development, inspection is a moderation of encapsulating the nature of school culture. Interview was employed to gain understanding and experiences of inspectors in relation to leadership, trust for the school culture. Mission, vision of schools, principles of schools, loyalty to schools, policies, objectives of practices in schools, social interaction in schools. Thematic analysis through laddering was done that five themes were established in examining leadership, trust in the school culture. It is important that employees in the training organization act in a joint view on implementing educational objectives. This is achieved by developing positive attitudes in people and by being able to act constructively with each other. The research results revealed that the inspectors who are currently working at the Ministry of National Education have their views on the mission, vision and leadership of schools and what they think about school culture trust in schools.

Suggested Citation

  • Figen Yaman Lesinger & Fahriye Altinay & Zehra Altinay & Gökmen Dagli, 2018. "Examining the role of leadership, trust for school culture and policy," Quality & Quantity: International Journal of Methodology, Springer, vol. 52(2), pages 983-1006, December.
    • Handle: RePEc:spr:qualqt:v:52:y:2018:i:2:d:10.1007_s11135-017-0553-0
    DOI: 10.1007/s11135-017-0553-0
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    References listed on IDEAS

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    1. Megan Tschannen-Moran & Christopher R. Gareis, 2015. "Principals, Trust, and Cultivating Vibrant Schools," Societies, MDPI, vol. 5(2), pages 1-21, March.
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    Cited by:

    1. Sylwia Jaskulska & Barbara Jankowiak & Emilia Soroko, 2022. "Social Capital Resources in Coping with Distance Education during the COVID-19 Pandemic: A Content Analysis of the Statements of Teachers Working in Poland at Different Educational Stages," IJERPH, MDPI, vol. 19(7), pages 1-12, March.
    2. Mehmet Karadağ & Fahriye Altınay Aksal & Zehra Altınay Gazi & Gökmen Dağli, 2020. "Effect Size of Spiritual Leadership: In the Process of School Culture and Academic Success," SAGE Open, , vol. 10(1), pages 21582440209, March.

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