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School Administrators' Global Leadership Attributes and Behaviors

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Title: School Administrators' Global Leadership Attributes and Behaviors
Language: English
Authors: Meral Halisdemir (ORCID 0000-0001-6023-8940), A. Faruk Levent (ORCID 0000-0003-3429-6666)
Source: International Journal of Modern Education Studies. 2025 9(1):83-113.
Availability: International Journal of Modern Education Studies. Available from: Mevlut Aydogmus. Necmettin Erbakan University Ahmet Kelesopglu Education Faculty A-319 Meram Konya, 42000, Turkey. e-mail: ijonmes@gmail.com; Web site: https://www.ijonmes.net/index.php/ijonmes
Peer Reviewed: Y
Page Count: 31
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
High Schools
Descriptors: Global Approach, Leadership, Personality Traits, Leadership Qualities, Administrator Behavior, Gender Differences, Middle School Teachers, High School Teachers, Teacher Attitudes, Teacher Administrator Relationship, Principals, Assistant Principals, Foreign Countries
Geographic Terms: Turkey (Istanbul)
ISSN: 2618-6209
Abstract: The purpose of the study is examine school administrators' global leadership attributes and behaviors. A simultaneous parallel design, a mixed-method research approach, was employed. In the quantitative dimension, data were collected from 502 volunteer teachers selected through simple random sampling. The qualitative dimension utilized a phenomenological design with a purposive sample of 20 volunteer school administrators. Quantitative data were analyzed using descriptive statistics and parametric tests, while qualitative data were analyzed for themes and patterns. Quantitative findings revealed that teachers' perceptions of school administrators' global leadership attributes and behaviors were influenced by the gender variable. Qualitative findings indicated that school administrators demonstrated strong global leadership attributes and behaviors rooted in universal values. However, administrators tended to respond proactively in some instances and reactively in most cases when addressing challenges related to cultural differences. The quantitative and qualitative findings, analyzed within the framework of the simultaneous parallel design, were found to complement and support each other. [Note: The page range (83-114) shown in the citation is incorrect. The correct page range is 83-113.]
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1476491
Database: ERIC
FullText Text:
  Availability: 0
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  Data: School Administrators' Global Leadership Attributes and Behaviors
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  Data: <searchLink fieldCode="AR" term="%22Meral+Halisdemir%22">Meral Halisdemir</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6023-8940">0000-0001-6023-8940</externalLink>)<br /><searchLink fieldCode="AR" term="%22A%2E+Faruk+Levent%22">A. Faruk Levent</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3429-6666">0000-0003-3429-6666</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Modern+Education+Studies%22"><i>International Journal of Modern Education Studies</i></searchLink>. 2025 9(1):83-113.
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  Data: International Journal of Modern Education Studies. Available from: Mevlut Aydogmus. Necmettin Erbakan University Ahmet Kelesopglu Education Faculty A-319 Meram Konya, 42000, Turkey. e-mail: ijonmes@gmail.com; Web site: https://www.ijonmes.net/index.php/ijonmes
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  Data: Y
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  Data: 31
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Global+Approach%22">Global Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership%22">Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Personality+Traits%22">Personality Traits</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership+Qualities%22">Leadership Qualities</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Behavior%22">Administrator Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Teachers%22">Middle School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Teachers%22">High School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Administrator+Relationship%22">Teacher Administrator Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Principals%22">Principals</searchLink><br /><searchLink fieldCode="DE" term="%22Assistant+Principals%22">Assistant Principals</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Turkey+%28Istanbul%29%22">Turkey (Istanbul)</searchLink>
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  Data: 2618-6209
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  Label: Abstract
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  Data: The purpose of the study is examine school administrators' global leadership attributes and behaviors. A simultaneous parallel design, a mixed-method research approach, was employed. In the quantitative dimension, data were collected from 502 volunteer teachers selected through simple random sampling. The qualitative dimension utilized a phenomenological design with a purposive sample of 20 volunteer school administrators. Quantitative data were analyzed using descriptive statistics and parametric tests, while qualitative data were analyzed for themes and patterns. Quantitative findings revealed that teachers' perceptions of school administrators' global leadership attributes and behaviors were influenced by the gender variable. Qualitative findings indicated that school administrators demonstrated strong global leadership attributes and behaviors rooted in universal values. However, administrators tended to respond proactively in some instances and reactively in most cases when addressing challenges related to cultural differences. The quantitative and qualitative findings, analyzed within the framework of the simultaneous parallel design, were found to complement and support each other. [Note: The page range (83-114) shown in the citation is incorrect. The correct page range is 83-113.]
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  Data: EJ1476491
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      – Text: English
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      – SubjectFull: Administrator Behavior
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      – SubjectFull: Gender Differences
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      – SubjectFull: Middle School Teachers
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      – SubjectFull: High School Teachers
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Teacher Administrator Relationship
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      – SubjectFull: Principals
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      – SubjectFull: Assistant Principals
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      – SubjectFull: Foreign Countries
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