Bilal Yildirim

Principal instructional leadership (PIL) is significant for school effectiveness due to its direct and indirect influences on school-, teacher-, and student-level variables. A considerable number of studies have provided persuasive evidence that PIL is associated with both collective efficacy (CEF) and teacher self-efficacy (TSEF), two significant variables to sustain the quality of instruction. These studies were conducted with a variety of participants from various contexts. The current study aims to investigate the association between PIL and TSEF, and the mediating role of CEF in this association using meta-analytical structural equation modeling (MASEM). This analysis was conducted using the correlation values obtained from 26 studies focusing on their relationship and included data from a population of 19.584 participants from around the world, thus providing a more generalizable perspective on these variables. The results indicated that PIL was correlated with both CEF and TSEF, and the combined influence of PIL and CEF on TSEF was 31%. The study findings also showed that the scales used to measure PIL could produce different results regarding these relationships, while gender did not have a significant effect. These results suggest significant implications for researchers, policymakers, and practitioners to sustain school effectiveness in the fast-changing context of schools in the twenty-first century.

The aim of this study is to determine the relationship between the perceptions of burnout and the work-life balance of academic staff. This research is a quantitative study using the correlational survey model. The study group consists of academic staff working in two state and two foundation universities in Istanbul, and the sampling consists of 352 academic staff. Data were collected through the Academic Burnout Scale developed by Tümkaya (2000) and the Work-Life Balance Scale developed by Apaydın (2011). Academic burnout and work-life balance levels among academic staff were analyzed according to gender and marital status variables. The arithmetic mean, standard deviation, t-test, regression analysis, and correlation analysis techniques were used to analyze the data. The findings of the study indicate that the participants experienced high levels of burnout and were able to achieve a moderate work-life balance. Academics think they can achieve work-life balance at a moderate level. There is a negative and significant relationship between academics' academic burnout and their perceptions of work-life balance in all sub-dimensions. Academics' perceptions of academic burnout are a significant predictor of their perceptions of work-life balance.