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Journal of Education and Training Studies
Vol. 5, No. 8; August 2017
ISSN 2324-805X
E-ISSN 2324-8068
Published by Redfame Publishing
URL: http://jets.redfame.com
Examining the Relationship between Teacher Leadership Culture and
Teacher Professionalism: Quantitative Study
Hanifi Parlar1, Ramazan Cansoy2, Ali Çağatay Kılınç2
1
Istanbul Commerce University, Faculty of Humanities and Social Sciences Department of Educational Sciences,
Istanbul, Turkey
2
Karabük University, Faculty of Letters, Department of Educational Sciences, Karabuk, Turkey
Correspondence: Hanifi Parlar, Istanbul Commerce University, Faculty of Humanities and Social Sciences Department of
Educational Sciences, Imrahor Cad. No: 90 Sütlüce-Beyoglu-Istanbul, Turkey.
Received: June 20, 2017
doi:10.11114/jets.v5i8.2499
Accepted: June 30, 2017
Online Published: July 2, 2017
URL: https://doi.org/10.11114/jets.v5i8.2499
Abstract
The aim of this study was to examine the relationships between schools’ levels of having teacher leadership culture and
teachers’ professional behaviors. A total of 254 teachers working in primary and secondary schools located in Üsküdar
district of Istanbul province participated in the study. The “Teacher Leadership Culture Scale” and the “Teacher
Professionalism Scale” were used to collect the research data. The arithmetic mean, Pearson Product-Moment
Correlation Coefficient and Multiple Linear Regression analysis were used in the analysis of the data. In the study,
schools’ levels of having teacher leadership culture and the professionalism characteristics of teachers were found to be
above the medium level. Furthermore, significant positive relationships were found between professional cooperation,
school administrator’s support and the level of having a supportive working environment of the schools’ levels of having
teacher leadership culture and teacher professionalism. The results of the study revealed that the dimensions of
supportive working environment and professional cooperation from among teacher leadership culture characteristics
were significant predictors of teacher professionalism. The results of the study were discussed in relation to the relevant
literature, and some suggestions were made.
Keywords: teacher professionalism, teacher leadership culture, teacher leadership, school
1. Introduction
The teacher is one of the most basic variables of quality education (Hoque, Alam and Abdullah, 2011; McDonald, Son,
Hindman and Morrison, 2005; Newmann, King and Youngs, 2000; Poekert, 2012; Şişman, 2011). The qualified teacher
has a critical importance in decreasing the differences in success among students who are socio-economically
disadvantaged (OECD [Organisation for Economic Co-operation and Development], 2016) and in transforming schools
into effective learning environments (Hildebrandt and Eom, 2011; Rolff, 2008). In this context, it can be considered that
professional teacher behaviors can make a significant contribution to the increase in the quality of education by taking
them into the center of training, which is the technical essence of the school. When professional behaviors are addressed
within the context of the teaching profession, it is understood that the concept refers to the fact that teachers do the best
of their profession and take responsibility for ensuring student learning (Tschannen-Moran, Parish and DiPaola, 2006).
When the above statements are considered as a whole, it can be stated that teacher professional behaviors are an
important variable in the improvement of the quality of education and student learning. In this regard, it is considered
important to examine the relationship of the concept with different organizational and personal variables to ensure that
teacher professional behaviors are strengthened.
In the literature, it is observed that the relationships of professional behaviors of teachers with different personal or
organizational variables have become the research subject. In this context, there are studies showing that the
effectiveness of bureaucratic structures of schools (Cerit, 2012), the support culture in schools (Kılınç, 2014;
Tschannen-Moran, 2009), trust in administrator (Koşar, 2015), healthy school climate (Hoy and Sweetland, 2001) and
professional solidarity and cooperation (Yirci, 2017) are effective in teachers’ professional behaviors. In this context, it
is thought that one of the variables related to teacher professional behaviors is a school culture that supports teacher
leadership. It is observed that supportive working environment, professional cooperation and administrator’s support are
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Journal of Education and Training Studies
Vol. 5, No. 8; August 2017
at a strong level in such a school culture (Demir, 2014). The cooperation between teachers, professional sharings and
supportive school conditions strengthen the professional behaviors of teachers at schools (Kılınç, 2014;
Tschannen-Moran, 2009; Dean, 2011; Webb et al., 2004). In this respect, a school culture that supports teacher
leadership is expected to be related to the professional behaviors of teachers. Therefore, it is considered important to
reveal which features of school culture that supports teacher leadership are associated with teachers’ professional
behaviors in terms of practical inferences. On the other hand, while teachers’ professional behaviors are discussed with
different studies in the literature (eg., Hildebrandt and Eom, 2011; OECD, 2016; Tschannen-Moran, 2009), it can be
said that the discussions on the subject in the national literature are still new (Bayhan, 2011; Cansoy and Parlar, 2017;
Demirkasımoğlu, 2010; Karaca, 2015; Koşar, 2015; Kılınç, 2014; Yirci, 2017) and that there is a need for studies that
examine different aspects of teachers’ professional behaviors. In this respect, it is considered that the present study will
contribute to the national literature with the findings produced on the subject and to the practitioners at the point of
increasing teachers’ professional behaviors.
1.1 Culture, Organization, and School Culture
Culture, in the most general sense, emphasizes the forms of understanding that reveal the way the activities in the
organization are conducted and the common beliefs of individuals forming the group (Robbins, 1990), and these beliefs
also reflect the perception forms around the core values (Schein, 2010). Organizations are the places where beliefs,
values and the forms of perception take shape or are shaped. In this context, organizational culture is formed around
common beliefs or values and also enables the formation of an identity specific to the organization and the
differentiation of the organization from other organizations (Hoy, Tarter and Bliss, 1990). In other words, beliefs,
values and some common acceptances should be considered as a whole in the formation of some common perceptions
in the organization, in this respect, it can be argued that organizational culture is formed by the combination of
communication, interaction and behavioral patterns.
Some classifications have been made for organizational culture. According to Harrison (1972), organizations are
classified as power, role, task and individual culture. The culture in organizations in which the structure is established
on formal power represents the structures with power culture, the culture in which written rules are dominant represents
the structures with role culture, and the culture in which the objectives of the organization are considered significant
represents the structures with task culture. The cultures in which the interests and objectives of employees are
considered important and the organization is regarded as a tool to reach individual objectives constitute the individual
culture. On the other hand, it is also observed that strong and weak culture classification is used for organizational
culture. The cultures in which the efforts of the members of the organization are supported, originality is brought into
the forefront, mutual respect and trust are high and common values are adopted constitute strong organizational cultures
(Şişman, 2012). So, it can be argued that organizational culture is evaluated within the framework of some
classifications and that the organization is addressed in an integrated way within the framework of the values, beliefs,
and norms it has.
School culture is closely associated with what teachers feel, the way they do their work, their commitment to school and
their work and their desires and expectations from the school (Demirtaş, 2010). The fact that the academic aspect at
schools is brought to the forefront, studies aimed at making the courses more qualified, how teachers are motivated for
school objectives, participation in processes at school, behaviors of school administrators, relationships between
colleagues and student behaviors are among the important factors that determine the cultural characteristics of schools
(Celep, 2002). The foundation of creating a strong and effective culture at school is based on compromising on common
objectives and a certain vision and carrying out studies in a peaceful working environment and in harmony (Marzano,
Waters and McNulty, 2005). As it can be understood from these statements, it can be said that school culture proceeds
within the framework of the values, beliefs, and norms shared by teachers. The continuity and strengthening of this
culture can be ensured by cooperation, understanding and mutual support at school.
1.2 Teacher Leadership Culture
Teacher leadership is addressed on the basis of effective teacher behaviors within the context of making education more
qualified. The increase in the responsibilities of schools and the high expectations for educational quality have led to the
increase in interest in teacher leadership (Smylie and Denie, 1990), and teacher leaders have been considered as
supervisors, experts and organizational developers (Silva, Gimbert, Nolan, 2000). Teacher leadership emphasizes the
qualifications of teachers for student learning and the behaviors to improve the quality of students (Danielson, 2006;
Harris and Muijs, 2005). In addition to this, teacher leadership brings creating difference at schools (Crowther, Kaagen,
Ferguson and Hann, 2009), suggesting and realizing a vision (Can, 2006), playing an active role in administrative
processes (Smylie and Brownlee-Conyers, 1992) and adopting the changes at schools (Harris and Muijs, 2005) into the
forefront. Playing an effective role in decision-making processes, implementing decisions for the school, making
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Journal of Education and Training Studies
Vol. 5, No. 8; August 2017
professional development widespread and being a model to the school community through professional development
are important teacher leadership characteristics in structuring schools as a learning community (Beycioğlu, 2009). So, it
can be argued that teacher leadership behaviors are all types of teacher attempts aimed at ensuring the development and
effectiveness of the school.
Teacher leadership culture refers to a school atmosphere that supports teachers’ leadership behaviors. The supportive
working environment, professional cooperation and administrator’s support are at a strong level in such a school
atmosphere (Demir, 2014). Opportunities are offered for professional learning and leadership roles in a culture in which
teacher leadership behaviors are supported. Furthermore, the teachers’ unique behaviors are valued, and teachers are
ensured to participate in decision-making processes at schools (Katzenmeyer and Moller, 2001). Furthermore, problems
are regarded as an opportunity and learning tool, and teachers are seen as experts in a culture in which teacher
leadership is supported (Danielson, 2006). As it can be understood from these statements, it can be said that cooperation
is at a high level in the teacher leadership culture and that teachers have a say in their profession.
In this study, the teacher leadership culture is discussed as the schools where there are professional cooperation,
administrator’s support and supportive working environment (Demir, 2014). The characteristics of schools with teacher
leadership culture are as follows, respectively: (i) professional cooperation emphasizes the development and
improvement of the school (Borchers, 2009), structuring schools as a learning community (Chamberland, 2009;
Danielson, 2006; Gaffney and Faragher, 2010; Harris and Muijs, 2005; Hunzicker, 2012) and carrying out collaborative
studies in line with the common objectives (Chamberland, 2009; Gaffney and Faragher, 2010; McCay, Flora, Hamilton
and Riley, 2001; Muijs and Harris, 2006;) (ii) school administrator’s support emphasizes the distribution of leadership
across the school (Brosky, 2009; Chamberland, 2009;), sharing in school management and processes (Beachum and
Dentith, 2004), an encouraging understanding (Heller and Firestone, 1995) and effective feedback behaviors for the
teacher (Buckner and McDowelle, 2000). Ensuring school administrator’s support is associated with the fact that
teachers exhibit more leadership behaviors at school and make use of professional development opportunities. (Demir,
2014). (iii) Supporting working environment emphasizes offering opportunities for teachers to increase educational
quality (Chew and Andrews, 2010; York-Barr and Duke, 2004), creating an open environment to try new applications
(Barth, 2000), developing an understanding based on trust and respect at schools (Beachum and Dentith, 2004; Gordin,
2010; York-Barr and Duke, 2004), opportunities for the curriculum development and the environment in which ideas
are received in the management processes (Chew and Andrews, 2010). It also emphasizes the environments in which
mutual trust and goodwill are dominating, and communication channels are open (Demir, 2014). So, it can be said that
teachers share professional information and lead each other in a school culture in which teacher leadership is supported.
Furthermore, it can be argued that participation is considered important and there is an intensive school atmosphere
open to changes and innovations in these cultures.
1.3 Teacher Professionalism
The concept of professionalism is discussed and addressed within the context of different professions. It is stated that
professionalism is shaped on the basis of knowledge and skill (Goepel, 2012). Professionalism has a wide range of
application areas related to community service, expertise, professional standards, and selection, supervision and
autonomy in going into the profession (Bureau and Suquet, 2009; Carr, 2000). In the literature, whether teaching
profession is a professional occupation is discussed within the framework of semi-professionalism, whether the
profession is under organizational control, and the limitation of autonomy (Demirkasımoğlu, 2010). Furthermore,
professional behaviors are also discussed on the basis of occupational professionalization and professionalism
(Raymond, 2006).
Professionalism is evaluated within the context of increasing the quality related to the application (Hargreaves, 2000),
innovative approaches (Hess and Fennel, 2015; Kincheloe, 2004), competence to produce knowledge in the profession
(Coleman, Gallagher and Job, 2012), capacity to reach high standards and being a role model in the field (Agezo, 2009).
Furthermore, professionalism requires that individuals should be able to apply the best and recent developments in their
fields to their profession and to take responsibility in this direction (Shantz and Prieur, 1996) and to focus on successful
business practices (Demirkasımoğlu, 2010). On the other hand, teacher professional behaviors emerge as a whole when
individual qualities come together with the experiences of the individual and refer to all kinds of attempts aimed at
improving teaching (Gilʹmeeva, 1999). Teacher professional behaviors emphasize teachers’ commitment to their
profession, professional cooperation and high objectives for teaching. Along with these, they also refer to behaviors
aimed at bringing student learning and education to more qualified levels and all kinds of attempts (Tschannen-Moran,
Parish and DiPaola, 2006). It can be stated that teacher professionalism focuses on improving the quality of education,
and in particular, on bringing the quality of student learning, which is the technical essence of the school, into the
forefront (Hargreaves, 2000). So, it can be said that professional behaviors are associated with attempts aimed at
increasing professional development, sharing, knowledge, and skills.
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Journal of Education and Training Studies
Vol. 5, No. 8; August 2017
Teacher professionalism can be divided into four different historical processes as pre-professional period, autonomous
period, collective working period and post-professional period. In the pre-professional period, the teaching profession
was considered as a technical and simple profession. In the autonomous period during which the autonomy of teachers
was intensively discussed, the emphasis was placed on the ways of making professional decisions, having a say in
practices for teaching, and original teacher roles. In the collective working period, it is observed that the emphasis was
placed on professional collaborative learning culture and cooperation. Finally, in the post-professional period, school
and teaching profession were questioned, and the teaching profession was redefined (Hargreaves, 2000).
It is observed that discussions about what the characteristics of professionalism are have been addressed in the
dimensions such as autonomy, professional development, professional cooperation, behavior, and attitude. For example,
in the report prepared by the OECD (2016), teacher professionalism is discussed with the dimensions of autonomy, peer
cooperation, and professional knowledge. These dimensions and their features are expressed as follows: (i) autonomy
refers to participation in decision-making, planning, and coordination processes, having more say in different areas of
the school, and originality in teaching practices and evaluations (ii) peer cooperation refers to the fact that teachers
improve each other by making observations, directing and leading other teachers, and all kinds of professional
development activities (iii) professional knowledge refers to going through training aimed at gaining competence for
teaching profession and processes such as selection and assessment, and having an understanding of lifelong learning.
In another study, the characteristics of teacher professionalism were addressed in different dimensions. According to
Evans (2011), teacher professionalism includes behavioral dimension, attitude dimension, and intellectual dimension.
These dimensions and their features are as follows: (i) behavioral dimension is the competencies that teachers need to
gain and the applications for student learning. (ii) attitude dimension brings teachers’ attitudes and beliefs related to
profession into the forefront and (iii) intellectual dimension brings the accumulation of knowledge, effective use of
teaching methods and producing original ideas into the forefront. According to these statements, it can be said that it is
important for the teacher to attach importance to the continuous development activities and acquire the necessary
qualifications in the behavioral, attitudinal and intellectual dimensions for the profession.
1.4 The Relationship between Teacher Leadership Culture and Teacher Professionalism
Teacher leadership culture refers to a culture in which administrator’s support, supportive working environment, and
professional cooperation are felt (Demir, 2014). Professionalism behaviors emphasize teacher behaviors aimed at
making student learning and educational quality more qualified (Tschannen-Moran, Parish and DiPaola, 2006 …
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