The Influence of the National Culture on the Association Between School Leadership and Teacher Commitment: A Systematic Review and Meta-Analysis

The present study was an attempt to examine the influence of national culture on the association between school leadership and teacher commitment. We systematically reviewed the literature on school leadership and teacher commitment, then followed a meta-analytic process by combining the data from t...

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Published inResearch in educational administration & leadership Vol. 10; no. 1; pp. 221 - 256
Main Authors Selvitopu, Abdullah, Kaya, Metin, Aydın, A. Taylan
Format Journal Article
LanguageEnglish
Published 31.03.2025
Online AccessGet full text
ISSN2564-7261
2564-7261
DOI10.30828/real.1586079

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Abstract The present study was an attempt to examine the influence of national culture on the association between school leadership and teacher commitment. We systematically reviewed the literature on school leadership and teacher commitment, then followed a meta-analytic process by combining the data from the included studies and finally conducted meta-regression procedures to identify the main cultural predictors of the association between the two variables using Hofstede's (2011) theoretical model of cultural dimensions. Our findings suggest that there is a moderate positive relationship between school leadership and teacher commitment, that certain leadership styles are important in this relationship, and that power distance and individualism have negative influences on this association. Masculinity, uncertainty avoidance, long-term orientation and indulgence dimensions do not influence the association between school leadership and teacher commitment. We discussed the research findings and proposed recommendations for future research.
AbstractList The present study was an attempt to examine the influence of national culture on the association between school leadership and teacher commitment. We systematically reviewed the literature on school leadership and teacher commitment, then followed a meta-analytic process by combining the data from the included studies and finally conducted meta-regression procedures to identify the main cultural predictors of the association between the two variables using Hofstede's (2011) theoretical model of cultural dimensions. Our findings suggest that there is a moderate positive relationship between school leadership and teacher commitment, that certain leadership styles are important in this relationship, and that power distance and individualism have negative influences on this association. Masculinity, uncertainty avoidance, long-term orientation and indulgence dimensions do not influence the association between school leadership and teacher commitment. We discussed the research findings and proposed recommendations for future research.
Author Selvitopu, Abdullah
Aydın, A. Taylan
Kaya, Metin
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