Abstract

Conclusion: The current study evidenced that leadership and school climate are significant variables in improving student achievement.

Keywords: Principal leadership, teacher leadership, school climate, school leadership, student achievement, leadership, meta-analysis

The studies indicated with “*” are the studies included in the meta-analysis.

1. Akbaşlı, S., Kösece, P., & Uçan, M. B. (2018). Examining student views on the effect of school variables on academic achievement in terms of various variables. Sci. Educ. Res. 2(2), 93–110.
2. *Akın M. A., & Öztürk S. (2018). Analyzing the relationship between school values and school achievement. Turk. Stud. 13(11), 55–73.
3. *Akkurt, Z., &  Karabağ Köse, E. (2019). Investigation of student achievement in terms of school, teacher, and family variables. J. Pam. Uni. Fac. Educ. 47, 1–16.
4. Akman Y. (2010).The relationship between primary school students' perceptions of violence and school climate (Unpublished master's thesis). Gazi University, Türkiye.
5. Alamdar, S. (2015). Examination of the factors affecting academic success in the context of effective school concept (Unpublished master's thesis). Ankara University, Türkiye.
6. *Allen, N. J. (2015).Transformational leadership and its relationship to school climate and student achievement (Doctoral dissertation). University of Houston-Clear Lake, USA.
7. Allen, N., Grigsby, B., & Peters, M. L. (2015). Does leadership matter? Examining the relationship among transformational leadership, school climate and student achievement. Int. J.Educ.Lead. Prep. 10(2), 1–22.
8. Arıcı, İ. (2007). Factors affecting student success in elementary religious culture and ethics course (Ankara sample). (Unpublished doctoral dissertation). Ankara University, Türkiye.
9. *Arterson, J. (2018).The relationship between teacher’s perception of their principal’s leadership style and student achievement (Doctoral dissertation). Trident University International, USA.            
10. *Ataş Akdemir, Ö. (2016). According to teachers' perceptions, the relationship between school administrators' distributive leadership behaviors and schools' academic optimism, organizational commitment and school success (Unpublished doctoral dissertation). Atatürk University, Türkiye.
11. *Ateş, B. (2012). Investigation of secondary school students' perceptions of social support according to some variables. J.Aca. Ov. 30(3), 1–16.
12. Aydın, M. (2015).The effect of student and school-related factors on TIMSS mathematics success (Unpublished doctoral dissertation). Necmettin Erbakan University, Türkiye.
13. Babaoğlan, E., Nalbant, A., & Çelik, E. (2017). Teachers' views on the effect of school administrators on school success. Meh. Ak.Er.Uni. J.Fac.Educ. 43, 93–109.
14. *Babb, A. C. (2012). An analysis of the relationship between organizational servant leadership and student achievement in middle-level schools (Doctoral dissertation). Widener University, USA.
15. *Baek, S., Choi, H. (2002). The relationship between students’ perceptions of the classroom environment and their academic achievement in Korea. As. Pac. Educ. Rev., 3(1), 125–135.
16. Bagget, G.M. (2008). Transformational leadership and psychological empowerment of teachers (Unpublished doctoral dissertation). University of Alabama, USA.
17. *Bahçetepe, Ü. (2013). The relationship between the academic achievements of primary school eighth grade students and the school climate they perceive (Unpublished master's thesis). Istanbul University, Türkiye.
18. Baker, D. P., Goesling, B., & Letendre, G. K. (2002). Socioeconomic status, school quality, and national economic development: A cross-national analysis of the “heyneman loxley effect” on mathematics and science achievement. Comp. Educ. Rev. 46, 291–312.
19. Bakkal, M., & Radmard, S. (2020). The relationship between school principals' level of meeting educational leadership standards and teachers' perceptions of school climate and motivation.  Aydın Uni. Fac. Edu.  5, 163–195.
20. Balcı, A. (2013). Effective school, school development: Theory, practice and research (6th ed.). Ankara: PegemA.
21. Başaran, İ. E. (1996). Education management. Ankara: Yargıcı.
22. *Bayraktutan, Ş. (2008). The effect of in-class communication in primary schools on student school success (The case of Kartal district of Istanbul province) (Unpublished master's thesis). Beykent University, Türkiye.
23. Becker, B. E., & Luthar, S. S. (2002). Social-emotional factors affecting achievement outcomes among disadvantaged students: Closing the achievement gap. Educ. Psychol. 37(4), 197–214.
24. *Bektaş, F., & Nalçacı, A. (2013). The relationship between school climate and student achievement. Int. J.Eur. Soc. Sci. 13, 1–13.
25. *Bell, J. S. (2012). The relationship between teachers’ and principals’perceptions of leadership effectiveness as they relate to student achievement in Alabama (Doctoral dissertation). Alabama State University, USA.
26. *Bell, P. J.; White, G. W.; Hatchimonji, D. R.; Stepney, C. T.; Linsky, A. V.; Vaid, E.; Elias, M. J. (2019). Social-normative expectations mediates school climate’s association with academic achievement in latino middle school students. Educ. Urb.Soc. 51(3), 374–394.
27. *Bennacer, H. (2000). How the socioecological characteristics of the classroom affect academic achievement. Eur. J. Psyc.Educ. 15(2), 173–189.
28. *Bernard, R. H. (2019). The effect of institutional factors on school climate and academic achievement in minority elementary schools (Doctoral dissertation). Texas Southern University, USA.
29. Borenstein, M., Hedges, L. V., Higgins, J. P. T., Rothstein, H. R. (2009). Introduction to meta-analysis. UK: John Wiley ve Sosns.
30. *Bowman, C. A. (2016). The relationship of instructional technology and school Leadership to student achievement (Doctoral dissertation). Mercer University, USA.
31. Bozdoğan, K., & Sağnak, M. (2011). The relationship between primary school principals' leadership behaviors and learning climate. Abant Izzet Baysal Uni. J. Fac.Edu. 11(1), 137-145.
32. *Bozkurt S., Çoban, Ö., Özdemir, M., & Özdemir, N. (2021). The effects of leadership, school culture, collective efficacy, academic self-efficacy and socioeconomic status on student achievement. Educ. Sci. 46(207), 465–482.
33. Brennan, D. D. (2015). Creating a climate for achievement. Educ.Lead. 72(5), 56–59.              
34. *Bruggencate, G., Luyten, H., Scheerens, J., & Sleegers, P. (2012). Modeling the influence of school leaders on student achievement: How can school leaders make a difference? Educ. Adm. Qua. 48(4), 699–732.
35. *Bulduklu, E. (2014). Examination of the relationship between school principals' instructional leadership, teacher self-efficacy and student achievement (Unpublished master's thesis). Mevlana University, Türkiye.
36. *Callison, J. F. (2002). Teacher assessment of school climate and its relationship to student achievement (Doctoral dissertation). University of South Dakota, USA.
37. *Can, B. (2014). The relationship between secondary school principals' leadership styles and student success (Unpublished master's thesis). Dokuz Eylül University, Türkiye,
38. *Cassandra A. C., & Toomey, R. B. (2020). Facets of career development in a new ımmigrant destination: exploring the associations among school climate, belief in self, school engagement, and academic achievement. J.Car. Dev. 47(1), 44–58.
39. Chen, Y. H. (2007). Principals’ distributed leadership behaviors and their impact on student achievement in selected elementary schools in Texas (Unpublished doctoral thesis). Texas A&M University, USA.
40. *Chisolm, C. L. (2016). The impact of access to school-based parent resource centers on parents’ perceptions of school climate and students’ academic achievement (Doctoral dissertation). Indiana University of Pennsylvania, USA.
41. Cohen, J., McCabe, E. M., Michelli, N. M., & Pickeral, T. (2009). School climate: Research, policy, teacher education and practice. Teac. Col.Rec. 111, 180–213.
42. Cohen L., Manion, L., & Morrison, K. (2007). Research methods in education. London: Routledge Falmer.
43. *Cone, M. A. (2019). The relationship between school climate and student achievement (Doctoral dissertation). The Pennsylvania State University, USA.
44. Cotton, K. (2003). Principals and Student Achievement. Hawker Brownlow Education: Melbourne, Australia.
45. Council of Chief State School Officers [CCSSO]. 2014 ISLLC standards: Draft for public comment. https://www.scribd.com/document/271630283/ISLLC-Standards-2014-Revised-Draft Retrieved on 15.11.2024.
46. *Cousins, W. C. (2019). The effects of leadership practices: Influencing student achievement and promoting student success. (Doctoral dissertation). Mississippi State University,USA.
47. Cravens, X., & Huff, J. (2007). The influence of principal instructional leadership practice on school-wide professional community, Con. Pre.Con. 1–23.
48. *Crosthwaite, G. R. (2015). The correlation between elementary school leadership behaviors and student achievement (Doctoral dissertation). The Claremont Graduate University,USA.
49. *Çelik, S., Örenoğlu Toraman, S., & Çelik, K. (2018). The relationship between student achievement, class participation and teacher closeness. Kast. Educ. J. 26(1), 209–217.
50. *Dağdelen, S. (2013). Investigation of the relationship between teachers' interpersonal behavior, classroom learning environment and student success in biology courses (Unpublished master's thesis). Marmara University, Türkiye.
51. *Davis, B. W. (2010). The relationship of principal leadership style as it affects school climate and student achievement (Doctoral dissertation). Union University, USA.
52. De Maeyer, S., Rymenans, R., Van Petegem, P., Bergh, H., & Rijlaarsdam, G. (2007). Educational leadership and pupil achievement: The choice of a valid conceptual model to test effects in school effectiveness research.  Sch. Eff. Sch. Improv. 18(2), 125–145.
53. *Demery, J. (2000). The relationship between teachers’ perceptions of school climate, racial composition, socioeconomic status, and student achievement in reading and mathematics (Doctoral dissertation). North Carolina State University, USA.
54. Demirtaş, H., & Güneş, H. (2002). Dictionary of educational administration and supervision. Ankara: Anı Publishing.
55. * Demirtaş, Z. (2010). The relationship between school culture and student achievement. Educ.Sci. 35, 3–13.
56. *Demirtaş, Z. (2014). The relationship between school culture and student achievement in high schools/the relatıonshıp in high schools between school culture and student achievement. Mus.Kem. Uni.J.Ins.Soc. Sci. 7(13), 208–223
57. Denison, D. R. (1990). Corporate culture and organizational effectiveness. New York: John Wiley & Sons.
58. *Dincer, A., Yesilyurt, S., & Takkac, M. (2012). The effects of autonomy-supportive climates on efl learner's engagement, achievement and competence in English speaking classrooms. Proc.-Soc.Beh.Sci. 46, 3890–3894
59. *Dotterer, A. M., & Lowe, K. (2011). Classroom context, school engagement, and academic achievement in early adolescence. J. Youth Adolesc.  40, 1649–1660.
60. Eker, S. (2019). The effects of school principal's leadership and teacher leadership on student achievement (Unpublished master's thesis). Kırıkkale University, Türkiye.
61. Engin, A. O., Özen, Ş., & Bayoğlu, V. (2009). Some basic variables affecting students' school learning achievement. Jou.Ins.Soc. Sci. 3, 25–156.
62. Erdem, A. R., & Şişek, N. (2009). Primary school administrators' success in attracting student parents to the school in contributing to education. Prim. Educ.On. 8(2), 357–378.
63. *Erden, M., & Akgül, S. (2010). The predictive power of elementary school students' mathematics anxiety and teacher social support on mathematics achievement. Theo. Prac.Educ. 6(1), 3–16.
64. * Erdoğdu, M. Y. (2013). The relationship between parental attitudes and teacher behaviors and students' academic achievement. Sak. Uni.Fac.Educ.J. 14, 33–46.
65. *Eriş, S. (2012). The relationship between primary school teachers' perceptions of school climate and student achievement: Küçükçekmece district example (Unpublished master's thesis). Yeditepe University, Türkiye.
66. *Ermold, C. A (2011). Correlational study of student achievement and school climate (Doctoral dissertation). Walden University,USA.
67. *Estepa, A. L. (2009). The relationship between the transformational leadership characteristics of principals, as perceived by teachers, and student achievement on standardized tests (Doctoral dissertation). Capella University, USA.
68. Field, A. P. (2001). Meta-analysis of correlation coefficients: A Monte Carlo comparison of fixed- and random-effects methods. Psyc. Meth. 6(2), 161–180.
69. Fullan, M. (2002). Principals as leaders in a culture of change. Edu. Lea. Special Issue, 1-2.
70. Gamage, D., Adams, D., Mc Cormack, A. (2009). How does a school leader’s role ınfluence student achievements? A review of research findings and best practices, Int. J. Educ. Lea. Prep. 4(1), 1–15.
71. *Garland, J, E. (2018). The relationship between principal leadership and student achievement in low performing schools (Doctoral dissertation). Seton Hall University, USA.
72. *Geleta, A. (2017). Schools climate and student achievement in secondary schools of Ethiopia. Eur. Sci. J. 13(17), 239–261.
73. Goddard, Y., Goddard, R., Kim, M. (2015). School instructional climate and student achievement: An examination of group norms for differentiated instruction. Am. J. Educ. 122(1), 111–131.
74. Goddard, R. D., Tschannen-Moran, M., Hoy, W. K. (2001). A multilevel examination of the distribution and effects of teacher trust in students and parents in urban elementary schools. The Elementary School Journal, 102(1), 3–17.
75. Goldsmith, M. (2010). Sharing Leadership to Maximize Talent. Boston: Harvard Business Review.
76. *Gruenert, S. (2005). Correlations of collaborative school cultures with student achievement. NASSP Bull. 89(645), 43-55.
77. *Gültekin, H. (2020). Servant leadership in school teachers and its effect on student achievement (Doctoral dissertation). Alvernia University, USA.
78. *Günal, Y. (2014). The relationship between effective school variables and student success and school accountability (Unpublished Doctoral Dissertation). Ankara University, Türkiye.
79. Hallinger, P. (2011). Leadership for learning: Lessons from 40 years of empirical research. J. Educ. Adm. 49(2), 125–142.
80. *Harnish, D. (2012). Principals’ leadership styles and student achievement (Doctoral dissertation). Walden University, USA.
81. Harris, A. (2004). Distributed leadership and school improvement. Educ. Manag. Adm. Lead. 32(1), 11-24.
82. Harris, A., Lambert, L. (2003). Building leadership capacity for school improvement. New York: McGraw-Hill Education.
83. Harris, A., & Muijs, D. (2005). Improving schools through teacher leadership. Berkshire: Open University Press.
84. Hattie, J. A. C. (2009). Visible Learning: A Synthesis of over 800 meta-analyses relating to achievement. New York: Routledge.
85. Heck, R. H. & Hallinger, P. (2009). Assessing the contribution of distributed leadership to school improvement and growth in math achievement. Am. Educ. Res. J., 46(3), 659-689.
86. Hedges, L. V. & Olkin, I. (1985). Statistical Method for Meta-analysis. Bolton: Academic Press.
87. *Holland, D. J. (2015). Principal technology leadership and student achievement. (Doctoral dissertation). University of West Georgia, USA.
88. Howie, S. J., & Pietersen, J. J. (2001). Mathematics literacy of final year students: South African realities.  Stud. Educ. Eval. 27, 7–25.
89. Hoy, W. K., & Hannum, J. W. (1997). Middle school climate: An empirical assessment of organizational health and student achievement. Educ. Adm. Q. 33(3), 290–311.
90. Hoy, W. K., & Sabo, D. J. (1998). Quality middle schools: Open and healthy. California: Thousand Oaks.
91. Hoy, W. K., Tarter, C. J., & Wiskowskie, L. (1992).  Faculty trust in colleagues: Linking the principal with school effectiveness. J. Res Dev Educ. 26(1), 38–45.
92. Hoy, W., Miskel, C. (2008). Educational administration: Theory, research and practice. New York: McGraw Hill.
93. Hoy, W. K., & Miskel, C. G. (2012). Education Management: Theory, Practice and Research (Ed. & Trans S. Turan). Ankara: Nobel.
94. *İlmen, E. (2010). The effect of school group on school life quality and academic success (Unpublished master's thesis). Yüzüncü Yıl University, Türkiye.
95. Burns, J. M. (1978). Leadership. New York: Harper & Row.
96. *Jones, J. M. (2013). The effect of school principals’ leadership styles on elementary school students’ reading achievement scores (Doctoral dissertation). Capella University, USA.
97. Kanmaz, A., & Uyar, L. (2016). The effect of school efficiency on student achievement. Int. J.Ass. To. Educ. 3(2), 123–136.
98. *Karadağ, E., Kılıçoğlu, G., & Yılmaz, D. (2014). Organizational cynicism, school culture and school achievement: A structural equation modeling study. Educ. Sci.The.Pra. 14(1), 89–113.
99. *Karşı, F. (2012). The relationship between the perceptions of secondary school students about the classroom atmosphere and their academic achievements (Unpublished master's thesis). Dokuz Eylül University, Türkiye.
100. Karadağ, E., İşçi, S., Öztekin, S., & Anar, S. (2016). The relationship between school climate and academic achievement: A meta-analysis. J. Ino.Uni. Fac.Educ. 17(2), 107-122.
101. Karakose, T., & Polat, H. (2025). Science Mapping of the Knowledge Base on the Effects of Artifcial Intelligence (AI)-Based Chatbots on Student Learning Outcomes: A Bibliometric Study. In: Lampropoulos, G., Papadakis, S. (eds) Social Robots in Education. Studies in Computational Intelligence, vol 1194. Springer, Cham. https://doi.org/10.1007/978-3-031-82915-4_18
102. Karaköse, T., & Tülübas, T. (2024). School leadership and management in the age of Artificial Intelligence (AI): Recent developments and future prospects. Educ. Process Int. J. 13(1), 7-14.
103. Karakose, T., Gurr, D., Tülübaş, T., & Kanadlı, S. (2025a). What factors mediate the relationship between leadership for learning and teacher professional development? Evidence from meta-analytic structural equation modelling. Educational Management Administration & Leadership, 0(0). https://doi.org/10.1177/17411432241308461
104. Karaköse, T., Kardas, A., Kanadlı, S., Tülübaş, T., & Yildirim, B. (2024b). How collective efficacy mediates the association between principal instructional leadership and teacher self-efficacy: Findings from a meta-analytic structural equation modeling (MASEM) study. Behav. Sci. 14(2), 85-112.
105. Karaköse, T., Leithwood, K., & Tülübaş, T. (2024). The intellectual evolution of educational leadership research: a combined bibliometric and thematic analysis using SciMAT. Educ. Sci. 14(4), 429.
106. Karaköse, T., Polat, H., Tülübaş, T., Demirkol, M. (2024a). A review of the conceptual structure and evolution of digital leadership research in education. Educ. Sci. 14, 1166. https://doi.org/10.3390/educsci14111166
107. Karakose, T., Tulubaş, T., Kanadli, S., & Gurr, D. (2025b). What factors mediate the relationship between principal leadership and teacher professional learning? Evidence from meta-analytic structural equation modelling (MASEM). Journal of Educational Administration, 63(1), 63-76. https://doi.org/10.1108/JEA-05-2024-0160
108. Karaköse, T., Tülübaş, T., Papadakis, S., & Yirci, R. (2023). Evaluating the intellectual structure of the knowledge base on transformational school leadership: A bibliometric and science mapping analysis. Educ. Sci. 13(7), 708.
109. *Kazmar, J. (2018). Instructional leadership and academic press’ correlation with student achievement (Doctoral dissertation). Grand Canyon University, USA.
110. *Kılıç, B. (2018).The effect of spiritual leadership, organizational culture and organizational silence on school success (Unpublished doctoral dissertation). Eskisehir Osmangazi University, Türkiye.
111. *Korkmaz, M. (2005). The relationship between organizational health and student achievement in primary schools. Educ. Adm.The.Prac. 44, 529–548.
112. *Kraft, M. A., Marinell, W. H., & Yee, D. S. (2016). School organizational contexts, teacher turnover, and student achievement: Evidence from panel data. Am. Educ. Res. J. 53(5), 1411–1449.
113. Kültür, K. (2019). An examination of the managerial behaviors and strategies that primary school principals use to increase students' academic achievement and the tactics they apply (Unpublished master's thesis). Marmara University-İstanbul Sabahattin Zaim University, Türkiye.
114. L'Abbé K. A., Detsky A. S., & O'Rourke, K. (1987). Meta-analysis in clinical research. An. Int. Med,  107, 224-233.
115. *Lea, P. G. (2011). High school principal leadership and student achievement: the effects of transformational leadership on the illinois prairie state achievement examination (Doctoral dissertation). Capella University, USA.
116. Lee, V. E., & Loeb, S. (2000). School size in chicago elementary schools: Effects on teachers’ attitudes and students ’ achievement. Am. Educ. Res. J., 37, 3–31.
117. *Leithwood, K., & Mascall, B. (2008). Collective leadership effects on student achievement.  Educ. Admin. Quart.  44, 529–561.
118. Leithwood, K., & Sun, J. (2012). The nature and effects of transformational school leadership: A meta-analytic review of unpublished research, Educ. Admin. Quart. 48(3), 387-423.
119. Lipesa, H. A. (2018). The role of teacher leadership in student achievement in mathematics. SSRN Journal. doi: 10.2139/ssrn.3276372.
120. Lipsey, M. W., & Wilson, D. B. (2001). Practical meta-analysis. California: Thousand Oaks, CA: SAGE,
121. *Lesniak, M. A. (2020). Lead and achieve: A quantitative study of the correlation between high school principals’ leadership behaviors and student achievement (Doctoral dissertation). Western Illinois University, USA.
122. *Mackey, K. H. (2016). The relationships among instructional leadership, school culture, and student achievement in Kentucky elementary schools (Doctoral dissertation). Western Kentucky University, USA.
123. Macneil, A., Prater, D., & Busch, S. (2009). The effects of school culture and climate on student achievement.  Int. J. Lead. Educ. 12(1), 73–84.
124. *Maguire, S. J. (2016). Comparing transformational and transactional leadership styles of principals and their impact on school climate, teacher efficacy and student academic achievement (Doctoral dissertation). Trident University International, USA.
125. *Malloy, J. P. (2012).Effects of distributed leadership on teachers’ academic optimism and student achievement (Doctoral dissertation). University of Toronto, Canada.
126. *Marchant, G. J., Paulson, S. E., & Rothlisberg, B. A. (2001). Relations of middle school students’ perceptions of family and school contexts with academic achievement. Psychol. Sch. 38(6), 505-519.
127. *Maxwell, S., Reynolds, K. J., Lee, E., Subasic, E., & Bromhead, D. (2017). The impact of school climate and school identification on academic achievement: Multilevel modeling with student and teacher data. Front. psychol. 8(2069), 1–21.
128. *McGuire, R. (2011).The impact of school leadership on student achievement in detroit charter schools (Doctoral dissertation). University of Phoenix, USA.
129. McLaughlin, M., & Talbert, J. (2001). Proffesional communities and the work of high school teaching. Chicago: University Of Chicago Press.
130. *Merturi, E. G. (2010). The perceptions of principal-based leadership practices on student reading achievement (Doctoral dissertation). University of Phoenix, USA.
131. *Minus, E. L. (2010). Leading in the middle: Leadership behaviors of middle level principals that promote student achievement (Doctoral dissertation). George Washington University, USA.
132. Mok, M. C., & Flynn, M. (1997). Quality of school life and students’ achievement in the HSC: A multilevel Analysis. Aust. J. Educ. 41(2), 169–188.
133. Murphy, J., & Neil, S. (1998). The interstate school leaders licensure consortium: a standards-based approach to strengthening educational leadership. Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17.
134. OECD. (2019). PISA 2018 results (Volume I): What students know and can do. Paris: OECD Publishing.
135. Özdaş, F. (2019). Teacher attitudes and behaviors affecting high school students' academic achievement: A qualitative analysis. Turk.Stu.s Educ.Sciences, 14(3), 755–772.
136. Özdemir, S., Köse, M. F., & Kavgacı, H. (2014). Evaluation of master's degree programs in educational administration in Turkey within the framework of school leadership standards. Muk. 5(1), 1-26.
137. Özdemir, S., Sezgin, F., Şirin, H., Karip, E., Erkan, S. (2010). Examining the variables predicting elementary school students' perceptions of school climate. Hac. Uni. J.Fac.Educ. 38, 213-224.
138. *Öztekin Bayır, Ö. (2018). The relationship between authentic leadership and psychological capital, job involvement and school success (Unpublished doctoral dissertation). Eskisehir Osmangazi University, Türkiye.
139. Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D. et al. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ 10, 89-100.
140. Papadakis, S., Gözüm, A.İ.C.; Kaya, Ü.Ü., Kalogiannakis, M., & Karaköse, T. (2024). Examining the validity and reliability of the teacher self-efficacy scale in the use of ICT at home for preschool distance education (TSES-ICT-PDE) among Greek preschool teachers: A comparative study with Turkey. In IoT, AI, and ICT for Educational Applications: EAI/Springer Innovations in Communication and Computing; Papadakis, S., Ed.; Springer: Cham, Switzerland.
141. *Parish, J. B. (2002). School climate and state standards: A study of the relationships between middle school organizational climate and student between middle school organizational climate and student achievement on the virginia standards of learning tests (Doctoral dissertation). The College of William and Mary, USA.
142. *Park, J., Lee, I. H., & Cooc, N. (2019). The role of school- level mechanisms: How principal support, professional learning communities, collective responsibility, and group-level teacher expectations affect student achievement. Educ. Admin Quart. 55(5), 742–780.
143. *Patterson, V. A. (2017). The perceptions of principal leadership behaviors that mpact mathematics student achievement in elementary schools (Doctoral dissertation). Mississippi College, USA.
144. Peterson, K. (2002). The professional development of principals: innovations and opportunities. Educ. Admin Quart. 38(2), 213-232.
145. Petticrew, M., & Roberts, H. (2006). Systematic reviews in the social sciences. Blackwell Publishers: MA-USA.
146. Recepoğlu, E., & Kılınç, A. Ç. (2014). Selection and training of school administrators in Türkiye, current problems and solution proposals. Turk.Stud. 9(2), 1817–1845.
147. Quinn, D. M. (2002). The impact of principal leadership on behaviours on instructional practice and student engagement. J. Educ. Adm. 40(5), 447–467.
148. *Reynolds, K. J., Lee, E., Turner, I., Bromhead, D., & Subasic, E. (2017). How does school climate impact academic achievement? An examination of social identity processes. Sch. Psychol. Int. 38(1), 78–97.
149. *Rhoads, M. (2019). Educational leadership efficacy: the relationship between data use, data use confidence, leadership efficacy, and student achievement (Doctoral dissertation). Concordia University Irvine, USA.
150. *Rhoden, V. (2012). The examination of the relationships among secondary principals’ leadership behaviors, school climate, and student achievement in an urban context (Doctoral dissertation), Florida International University, USA.
151. *Rivers, R. D. (2010). Leadership as a distributed phenomenon: a study of shared roles and 3rd grade student achievement (Doctoral dissertation), Capella University, USA.
152. Ross, D.J., & Cozzens, J.A. (2016). The principalship: Essential core competencies for instructional leadership and its impact on school climate. J.Educ.Train. Stud. 4(9), 162-176.
153. *Ross, J. A., & Gray, P. (2006). School leadership and student achievement: the mediating effects of teacher beliefs. Can. J. Educ. 29(3), 798–822.
154. Sarıer, Y. (2016). Factors affecting students' academic achievement in Turkey: A meta-analysis study. Hac. Uni. J.Fac.Educ. 31(3), 1-19.
155. Schoen L. T., & Teddlie, C. (2008). A new model of school culture: A response to a call for conceptual clarity. Sch. Eff. Sch. Improv. 19(2), 129–153.
156. *Schulman, J. (2002). The effects of leadership styles and school climate on student achievement (Doctoral dissertation). Fordham University, USA.
157. Schein, E.H. (1983). Organizational culture: A Dynamic model. Sch.Manag. 1412(83), 1–4.
158. Senge, P. (2007). Fifth discipline. İstanbul: Yapı Kredi.
159. Spillane, J., Halverson, R., & Diamond, J. (2001). Investigating school leadership practice: A distributed perspective. Edu. Res. 30(3), 23–28.
160. Simsek, H. (2013). Transformational leadership in educational context: A fantasy of education scholars. editor's choice: Selected keynote speech, Eur. J. Edu. Res. 51, 1-6.
161. *Smith, K. M. (2008). The impact of district and school climate on student achievement. (Doctoral dissertation). The College of William and Mary, USA.
162. *Spears, L. J. (2018).The relationship between school climate and student achievement in low socioeconomic schools (Doctoral dissertation). Concordia University, Canada.
163. Sugg, S. A. (2013). The Relationship between teacher leadership and student achievement  (Master thesis). Murray State University, USA.
164. *Şahan, K. (2008). The role of perceived teacher acceptance-rejection on self-perception, school attitude and academic achievement (Unpublished master's thesis). Boğaziçi University, Türkiye.
165. *Şahin, F. (2020). The effect of school administrators' technological leadership on school effectiveness and academic success (Unpublished master's thesis). Mevlana University, Türkiye.
166. Şevik, Y. (2014). Primary school principals and vice principals' views on the factors affecting students' academic success and their contributions to academic success (Unpublished master's thesis). Mehmet Akif Ersoy University, Türkiye.
167. Şimşek, H., & Özaslan, D. (2021). The effect of student-centered methods and techniques used in English language teaching on academic achievement: A meta-analysis study. Ank. Uni.J.Fac.Educ.Sci., 54(2), 599–626.
168. Tarter, C. J., Sabo, D., & Hoy, W. K. (1995). Middle school climate, faculty trust and effectiveness: A path analysis. J. Res. Dev. Educ. 29(1), 41–49
169. *Terrell, H. P. (2010).  The relationship of the dimensions of distributed leadership in elementary schools of urban districts and student achievement (Doctoral dissertation). The George Washington University, USA.
170. *Tezel, B. (2020). Examination of the relationship between school administrators' technology leadership style and school success and teachers' academic optimism (Unpublished master's thesis). Recep Tayyip Erdoğan University, Türkiye.
171. *Tiberi, A. A. (2021).The impact of school climate on student achievement in mid-atlantic elementary schools (Doctoral dissertation). Wilmington University, USA.
172. Tschannen-Moran, M., & Hoy, W.K. (2000). A multidisciplinary analysis of the nature, meaning, and measurement of trust. Rev. Educ. 70(4), 547–593.
173. *Uline, C., & Megan, T. (2008). The walls speak: the interplay of quality facilities, school climate, and student achievement. J. Educ. Adm. 46(1), 55–73.
174. Valentine, J. W., & Prater, M. (2011). Instructional, transformational, and managerial leadership and student achievement: High school principals make a difference. NASSP Bull. 95(1), 5–30.
175. *Vasquez, D. (2011). Organizational climate and student achievement in Belizean (Doctoral dissertation). Oklahoma State University, USA.
176. *Vaux, N. D. (2015). Academic optimism and organizational climate as predictors of academic achievement and school effectiveness (Doctoral dissertation). The University of Alabama, USA.
177. * Wahyuddin, W. (2017). Headmaster leadership and teacher competence in increasing student achievement in school. International Education Studies, 10(3), 215-226.
178. Waters, J.T., Marzano, R.J., & McNulty, B. (2004). Leadership that sparks learning. El. 61(7), 48–51.
179. Wenner, J.A., & Campbell, T. (2017). The theoretical and empirical basis of teacher leadership: A review of the literatüre. Rev. Educ. 87(1), 134–171.
180. *Williams, E., Persaud, G., & Turner, T. (2008). Planning for principal evaluation: effects on school climate and achievement. Educ. Plan. 17(3), 1–11.
181. *Wilson, S. J. (2016). Examining the relationship between teacher leadership styles and student achievement (Doctoral dissertation). Our Lady of the Lake University, USA.
182. Witziers, B., Bosker, R., & Kruger, M. (2003). Educational leadership and student achievement: The elusive search for an association. Educ. Adm. Q. 39, 398–425.
183. * Yıldırım, İ. (2006). Daily troubles and social support as predictors of academic achievement. Hac.Uni. J.Fac.Educ. 30, 258 - 267.
184. Yıldırım, K. (2012). The main factors determining the quality of education in Turkey according to PISA 2006 data. Turk. J.Edu.Sci. 10(2), 229–255.
185. *Yıldırım, R. (2013). Investigation of mentoring roles of school administrators in terms of school academic success and some variables (Unpublished master's thesis). Necmettin Erbakan University, Türkiye.
186. *Yılmaz, D. (2014). Distributed leadership's relationship with organizational trust, perceived organizational support and school success (Unpublished doctoral dissertation). Eskisehir Osmangazi University, Türkiye.
187. Yılmaz, K. (2015). Teachers' organizational awareness and organizational trust perceptions and organizational effectiveness levels of schools (Unpublished master's thesis). Adnan Menderes University, Türkiye.
188. York-Barr, A. J., & Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Rev. Educ. 74, 255–316.