___

• Akgün, N. (2001). İlköğretim okulu müdürlerinin öğretimsel liderliği (Unpublished master’s thesis). Abant İzzet Baysal University, Bolu.
• Aydın, İ. (2016). Öğretimde denetim: Durum saptama değerlendirme ve geliştirme (6st ed.). Ankara: Pegem Akademi Yayıncılık.
• Aydın, M. (2014). Çağdaş eğitim denetimi (6st ed.). Ankara: Gazi Kitabevi.
• Başar, H. (1995). Öğretmenlerin değerlendirilmesi (2st ed.). Ankara: Pegem Akademi Yayıncılık.
• Başar, H. (2000). Eğitim denetçisi (2st ed.). Ankara: Pegem Akademi Yayıncılık.
• Başaran, İ. E. (2000). Eğitim yönetimi (4st ed.). Ankara: Feryal Matbaası.
• Blase, J., & Blase, J. (1999). Principals’ instructional leadership and teacher development: Teachers’ perspectives. Educational Administration Quarterly, 35(3), 349-378.
• Burch, P., & Spillane, J. P. (2003). Elementary school leadership strategies and subject matter: Reforming mathematics and literacy instruction. Elementary School Journal, 103(5), 519 535.
• Çelik, V. (2015). Eğitimsel liderlik (8st ed.) Ankara: Pegem Akademi.
• Chao, C. Y., & Dugger, J. C. (1996). A total quality management model for instructional supervision in vocational technical programs. Journal of Industrial Teacher Education, 33, 23-35.
• Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education. New York, NY: Routledge.
• Creemers, B. P., & Scheerens, J. (1994). Developments in the educational effectiveness research programme. International Journal of Educational Research, 21(2), 125-140.
• Datnow, A., Park, V., & Wohlstetter, P. (2007). Achieving with data: How high-performing school systems use data to improve instruction for elementary students. Los Angeles: University of Southern California, Rossier School of Education, Center on Educational Governance. Retrieved March 29 2018, from http://www.csaionline.com/sites/default/files/resource/imported/AchievingWithData.pdf
• De Bevoise, W. (1984). Synthesis of research on the principal as instructional leader. Educational Leadership, 41(5), 14-20.
• Demirkasımoğlu, N. (2011). Türk Eğitim Sistemi’nde bir alt sistem olan denetim sisteminin seçilmiş bazı ülkelerin denetim sistemleri ile karşılaştırılması. Bolu Abant İzzet Baysal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 11(2), 23-48.
• Demirkasımoğlu, N. (2018). The role of abusive supervision in predicting teachers’ withdrawal and revenge responses / El papel de la supervisión abusiva en la predicción de las respuestas de venganza y abandono de los docents. Cultura y Educación, 30(4), 693-729.
• DuFour, R. (2004). Schools as learning communities. Educational Leadership, 61(8), 6-11.
• Edmonds, R. (1979). Effective schools for the urban poor. Educational Leadership, 37, 15-24.
• Erdem, Y. T. (2009). Osmanlı eğitim sisteminde teftiş. OTAM: Ankara Üniversitesi Osmanlı Tarihi Araştırma ve Uygulama Merkezi Dergisi, 26, 55-91.
• Ergen, Y. (2009). İlköğretim okulu müdürlerinin öğretim liderlik davranışlarının öğretmenlerin motivasyonu üzerindeki etkisi (Unpublished master’s thesis). Celal Bayar University, Manisa.
• Feiman-Nemser, S. (2003). What new teachers need to learn. Educational Leadership, 60(8), 25-29.
• Glanz, J. (2005). What every principal should know about cultural leadership (1st ed.). London: Corvin Press.
• Glanz, J., & Behar-Horenstein, L. S. (2000). Paradigm debates in curriculum and supervision: Modern and postmodern perspectives. Westport, CT: Greenwood Publishing.
• Glanz, J., Shulman, V., & Sullivan, S. (2006, April). Usurpation or abdication of instructional supervision in the New York city public schools? In Annual Conference of the American Educational Research Association (AERA) 10 Nisan 2006 (pp. 1-18). San Francisco, CA. Retrieved January 9 2017, from https://files.eric.ed.gov/fulltext/ED500777.pdf
• Glanz, J., Shulman, V., & Sullivan, S. (2007). Impact of instructional supervision on student achievement: Can we make the connection? In paper presented at the annual conference of the American Educational Researchers Association (AERA) 13 April 2007 (pp. 1-28). Chicago. Retrieved December 22 2016, from https://files.eric.ed.gov/fulltext/ED496124.pdf
• Glatthorn, A. A. (1997). Differentiated supervision (2st ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
• Glickman, C., Gordon, S., & Ross-Gordon, J. (2017). Supervision and instructional leadership: A developmental approach (10st ed.). Boston, MA: Pearson.
• Grissom, J. A., & Loeb, S. (2011). Triangulating principal effectiveness: How perspectives of parents, teachers, and assistant principals identify the central importance of managerial skills. American Educational Research Journal, 48, 1091-1123.
• Grissom, J. A., Loeb, S., & Master, B. (2013). Effective instructional time use for school leaders: Longitudinal evidence from observations of principals. Educational Researcher, 42(8), 433-444.
• Gümüşeli, A. İ. (1996). İstanbul ilindeki ilköğretim okulu müdürlerinin öğretim liderliği davranışları (Unpublished research). Yıldız Teknik University, İstanbul.
• Hallinger, P. (2005). Instructional leadership and the school principal: A passing fancy that refuses to fade away. Leadership and Policy in Schools, 4(3), 221-239.
• Hallinger, P., & Heck, R. (1996). Reassessing the principal’s role in school effectiveness: A review of empirical research, 1980-1995. Educational Administration Quarterly, 32(1), 5-44.
• Hallinger, P., & Heck, R. H. (2010). Collaborative leadership and school improvement: Understanding the impact on school capacity and student learning. School Leadership and Management, 30(2), 95-110.
• Hallinger, P., & Murphy, J. (1985). Assessing the instructional management behavior of principals. The Elementary School Journal, 86(2), 217-247.
• Hallinger, P., & Murphy, J. F. (1986). The social context of effective schools. American Journal of Education, 94(3), 328-355.
• Hammond, M. (2005). Next steps in teaching: A guide to starting your career in the secondary school. London & New York: Routledge.
• Harris, A., & Spillane, J. (2008). Distributed leadership through the looking glass. Management in Education, 22(1), 31-34.
• Heck, R. H., Larsen, T. J., & Marcoulides, G. A. (1990). Instructional leadership and school achievement: Validation of a causal model. Educational Administration Quarterly, 26(2), 94-125.
• Henson, K. T. (2010). Supervision: A collaborative approach to instructional improvement. Long Grove, Illinois: Waveland Press.
• Hess, F. M. (2003). A license to lead? A new leadership agenda for America’s schools. Washington, DC: Progressive Policy Institute. Retrieved March 11 2017, from http://www.aei.org/wp-ccontent/uploads/2011/10/20030131_New_Leadership_0103.pdf
• Holland, P. E., & Adams, P. (2002). Through the horns of a dilemma between instructional supervision and the summative evaluation of teaching. International Journal of Leadership in Education: Theory and Practice, 5(3), 227-247.
• Huck, S. W. (2011). Reading statistics and research (6st ed.). Boston, MA: Pearson.
• Hult, A., & Segerholm, C. (2012). Inspection effects through the eyes of the inspectors: Swedish notions. In European Conference of Educational Research (ECER), Network 23 Symposium ‘Governing by inspection (ii) National Developments’, 17-20 September 2012 (pp. 1-14). Cádiz: ECER.
• İlğan, A. (2014). Okul müdürünün öğretimsel denetim davranışları ölçeğinin geçerlik ve güvenirlik çalışması. Eğitim Bilimleri Araştırmaları Dergisi, 4(1), 1-23.
• Korkmaz, İ., Saban, A., & Akbaşlı, S. (2004). Göreve yeni başlayan sınıf öğretmenlerinin karşılaştıkları güçlükler. Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 38, 266-277.
• Korkmaz, M. (2005). Duyguların ve liderlik stillerinin öğretmenlerin performansı üzerinde etkisi. Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 11(3), 401-422.
• Krug, S. E. (1992). Instructional leadership: A constructivist perspective. Educational Administration Quarterly, 28(3), 430-443.
• Lashway, L. (2002). Developing instructional leaders. ERIC Clearinghouse on Educational Management, 1-7. Retrieved May 9 2017, from https://files.eric.ed.gov/fulltext/ED466023.pdf
• Leithwood, K. A., & Louis, K. S. (2012). Linking leadership to student learning. San Francisco, CA: Jossey Bass.
• Leithwood, K., & Jantzi, D. (2006). Transformational school leadership for large-scale reform: Effects on students, teachers, and their classroom practices. School Effectiveness and School Improvement, 17(2), 201-227.
• Leithwood, K., & Jantzi, D. (2008). Linking leadership to student learning: The contributions of leader efficacy. Educational Administration Quarterly, 44(4), 496-528.
• Leithwood, K., Seashore Louis, K., Anderson, S., & Wahlstrom, K. (2004). Review of research: How leadership influences student learning. New York: The Wallace Foundation. Retrieved June 10 2018, from https://conservancy.umn.edu/bitstream/handle/11299/2035/CAREI?sequence=1
• Lochmiller, C. R. (2016). Examining administrators’ instructional feedback to high school math and science teachers. Educational Administration Quarterly, 52(1), 75–109.
• Lochmiller, C. R., Huggins, K. S., & Acker-Hocevar, M. (2012). Preparing leaders for math and science: Three alternatives to traditional preparation. Planning & Changing, 43(1/2), 198-220.
• Marsh, J. A., Pane, J. F., & Hamilton, L. S. (2006). Making sense of data-driven decision making in education. Santa Monica, CA: RAND. Retrieved May 8 2019, from http://www.rand.org/content/dam/rand/pubs/occasional_papers/2006/RAND_OP170.pdf
• Marzano, R. J., Frontier, T., & Livingston, D. (2011). Effective supervision: Supporting the art and science of teaching. Alexandria, VA: ASCD.
• MEB. (2016). Millî Eğitim İstatistikleri. Retrieved April 25 2019, from https://sgb.meb.gov.tr/meb_iys_dosyalar/2016_03/30044345_meb_istatistikleri_orgun_egitim_2015_2016.pdf
• Memduhoğlu, H. B., & Zengin, M. (2012). Çağdaş eğitim denetimi modeli olarak öğretimsel denetimin Türk eğitim sisteminde uygulanabilirliği. Kuramsal Eğitimbilim Dergisi, 5(1), 131-142.
• Mertler, C. A., & Vannatta, R. A. (2016). Advanced and multivariate statistical methods: Practical application and interpretation (6st ed.). New York, NY: Routledge.
• Moir, E. (1999). The stages of a teacher’s first year. In Marge Scherer (Ed.), A better beginning: supporting and mentoring new teachers (pp. 19-23). USA: Association For Supervision And Curriculum Development.
• Neumerski, C. M. (2013). Rethinking instructional leadership, a review: What do we know about principal, teacher, and coach instructional leadership, and where should we go from here? Educational Administration Quarterly, 49(2), 310-347.
• Nolan, J. (1997). Can a supervisor be a coach?. In J. Glanz & R. Neville (Eds.), Educational supervision: Perspectives, issues and controversies (pp. 100-108). Norwood, MA: Christopher-Gordon Publishers.
• Özdemir, S., & Sezgin, F. (2002). Etkili okullar ve öğretim liderliği. Manas Üniversitesi Sosyal Bilimler Dergisi, 2(3), 265-282.
• Özden, Y. (2013). Eğitimde yeni değerler (9st ed.). Ankara: Pegem Akademi Yayıncılık.
• Pajak, E. (1993). Change and continuity in supervision and leadership. G. Cawelti (Ed.), In Challenges and achievements of American education (pp. 158-186). Alexandria, VA: ASCD.
• Pansiri, N.O. (2008). Instructional leadership for quality learning: An assessment of the impact of the primary school management development project in Botswana. Educational Management, Administration and Leadership, 36(4), 471-494.
• Robbins, S. P., & Judge, T. A. (2016). Organizational behavior (17st ed.). Boston, MA: Pearson.
• Rous, B. (2004). Perspectives of teachers about instructional supervision and behaviour that influence pre-school instruction. Journal of Early Intervention, 26(4), 266-283.
• Şahin, S., Elçiçek, Z., & Tösten, R. (2013). Türk eğitim sisteminde teftişin tarihsel gelişimi ve bu gelişim süreci içerisindeki sorunlar. The Journal of Academic Social Science Studies, 6(5), 1105-1126.
• Schlechty, P. C. (2014). Okulu yeniden kurmak (Y. Özden, Trans.). Ankara: Nobel Akademik Yayıncılık.
• Schulman, V., Sullivan, S., & Glanz, J. (2008). The New York City school reform: Consequences for supervision of instruction. International Journal of Leadership in Education, 11(4), 407-425.
• Senge, P. M. (2006). The fifth discipline: The art and practice of the learning organization. New York, NY: Random House, Inc.
• Sergiovanni, T. J. (2014). The principalship: A reflective practice perspective (7st ed.). Boston, MA: Pearson Educational Inc.
• Sergiovanni, T. J., & Starratt, R. (2014). Supervision: A redefinition (9st ed.). New York: McGraw-Hill.
• Serin, M. K., & Buluç, B. (2012). İlköğretim okul müdürlerinin öğretim liderliği davranışları ile öğretmenlerin örgütsel bağlılıkları arasındaki ilişki. Kuram ve Uygulamada Eğitim Yönetimi, 3(3), 435-459.
• Şişman, M. (2014). Öğretim liderliği (5st ed.). Ankara: Pegem Akademi Yayıncılık.
• Snipes, J., Doolittle, F., & Herlihy, C. (2002). Foundations for success: Case studies of how urban school systems improve student achievement. Washington, DC: MDRC. Retrieved August 2 2018, from https://www.mdrc.org/sites/default/files/foundations_for_success_summary.pdf
• Spillane, J. P. (2006). Distributed leadership. San Francisco, CA: Jossey-Bass.
• Spillane, J. P., & Diamond, J. B. (2007). Taking a distributed perspective. In J. P. Spillane & J. B. Diamond (Eds.), Distributed leadership in practice (pp. 1-15). New York, NY: Teachers College Press.
• Spillane, J. P., & Zuberi, A. (2009). Designing and piloting a leadership daily practice log: Using logs to study the practice of leadership. Educational Administration Quarterly, 45(3), 375-423.
• Spillane, J. P., Halverson, R., & Diamond, J. B. (2004). Towards a theory of leadership practice: A distributed perspective. Journal of Curriculum Studies, 36(1), 3-34.
• Stronge, J. H. (1993). Defining the principalship: Instructional leader or middle manager. NASSP Bulletin, 77(553), 1-7.
• Sullivan, S., & Glanz, J. (2013). Supervision that improves teaching: Strategies and techniques (4st ed.). Thousand Oaks, CA: Corwin Press Inc.
• Supovitz, J., Sirinides, P., & May, H. (2010). How principals and peers influence teaching and learning. Educational Administration Quarterly, 46(1), 31-56.
• Taymaz, H. (2015). Eğitim sisteminde teftiş (11st ed.). Ankara: Pegem Akademi Yayıncılık.
• Taymaz, H. (2019). Okul yönetimi (11st ed.). Ankara: Pegem Akademi Yayıncılık.
• Tyagi, R. S. (2010). School‐based instructional supervision and the effective professional development of teachers. Compare, 40(1), 111-125.
• Wahlstrom, K. L., & Louis, K. S. (2008). How teachers experience principal leadership: The roles of professional community, trust, efficacy, and shared responsibility. Educational Administration Quarterly, 44(4), 458-495.
• Whitaker, B. (1997). Instructional leadership and principal visibility. The Clearing House, 70(3), 155-156.
• Wideen, M., Mayer-Smith, J., & Moon, B. (1998). A critical analysis of the research on learning to teach: Making the case for an ecological perspective on inquiry. Review of Educational Research, 68(2), 130-178.
• Zepeda, S. J. (2011). Instructional supervision, coherence, and job-embedded learning. In Townsend, & J. MacBeath (Ed.), International handbook of leadership for learning (pp. 741-756). London: Springer.
• Zepeda, S. J. (2017). Instructional supervision: Applying tools and concepts (4st ed.). New York, NY: Routledge.