Ağıroğlu Bakır, A., Uğurlu, C. T., Köybaşı Şemin, F., & Özyazıcı, K. (2017). Kadın okul yöneticileri üzerine nitel bir araştırma (A qualitative study on female school principals). Current Research in Education, 3(1), 1–14.

Akın, M. A., Karadaş, H., & Kılıç, A. (2023). Analysis of conflicts between school principals and deputy Principals. Kahramanmaraş Sütçü İmam Üniversitesi Sosyal Bilimler Dergisi, 20(2), 320–328. https://doi.org/10.33437/ksusbd.1210315

Aktan, M., Poyraz Sarı, Y., Çilci, S., & Şentürk, A. (2023). An investigation of the leadership roles of female school administrators in the context of teachers’ views. International Journal of Unique Look at Education, 1(1), 110–127. https://doi.org/10.5281/zenodo.7633859

Al-Mughyirah, S., Abunaser, F., Al-Taher, E., & Al-Otaibi, A. B. (2023). Female principals’ leadership roles and their impact on school culture regarding gifted students’ classrooms. International Journal of Learning, Teaching and Educational Research, 22(2), 499–516. https://doi.org/10.26803/ijlter.22.2.27

Asar, R. (2016). Evaluation of the attitudes towards women administrators working at educational institutions. Turkish Journal of Educational Studies, 3(2), 47–66.

Asat, M., & Deniz, L. (2022). Public school female teachers’ metaphorical perceptions towards female school administrators. Akdeniz Kadın Çalışmaları ve Toplumsal Cinsiyet Dergisi, 5(2), 468–502. https://doi.org/10.33708.ktc.1075913

Bakioğlu, A., & Demiral, S. (2013). Perception of principals and their decision making style in cases of ambiguity. Journal of Educational Sciences, 38, 9–35. https://doi.org/10.15285/EBD.2013385564

Baloğlu, N., Karadağ, E., & Gavuz, Ş. (2009). Okul müdürlerinin çok faktörlü liderlik stillerinin yetki devrine etkisi: Bir doğrusal ve yapısal eşitlik modelleme çalışması (The effect of school principals’ multifactor leadership styles on delegation of authority: A linear and structural equation modeling study). Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 2(22), 457–479. http://kutuphane.

Çelikten, M. (2004). Okul müdürü koltuğunda kadınlar: Kayseri ili örneği [Women in the principal’s chair: The case of Kayseri province]. 17, 91–118.

Çelikten, Y., Yıldırım, A., Çelikten, M., & Ayyıldız, K. (2019). Professional school management and female factor. İnönü Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi, 6(12), 123–143. https://doi.org/10.29129/inujgse.613884

de Bruyn, N., & Mestry, R. (2020). Voices of resilience: female school principals, leadership skills, and decision-making techniques. South African Journal of Education, 40(3), 1–9. https://doi.org/10.15700/saje.v40n3a1757

Doğan, S. (2010). Leadership behaviors of the primary school administrators according to the opinions of teachers and administrators. Inonu University Journal of the Faculty of Education, 11(3), 101–123.

Eagly, A. H., & Carli, L. (2007). Women and the labyrinth of leadership. Harvard Business Review, 9(85), 62–71. https://doi.org/10.1037/e664062007-001

Erdoğdu Denizer, O. (2018). Okul yöneticisi, öğretmen ve veli görüşlerine göre öğrenci denetlenmesinin okul iklimine olan etkisinin değerlendirilmesi [Evaluation of the effect of supervising school student administrators, teachers and parents on their school climate] [Master’s Thesis]. Near East University.

Gökyer, N., & Çiçek, F. (2016). Competences of woman administrators as perceived by themselves and teachers working with them. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 17(3), 747–766. https://dergipark.org.tr/tr/pub/kefad/issue/59425/853528

Grogan, M., & Shakeshaft, C. (2011). Women and educational leadership. Jossey-Bass.

Hallinger, P., & Heck, R. H. (2010). Leadership for learning: Does collaborative leadership make a difference in school improvement? Educational Management Administration and Leadership, 38(6), 654–678. https://doi.org/10.1177/1741143210379060

Harris, A., Ismail, N., Jones, M., Azorín, C., & Longville, J. (2024). Invisible leaders? Reviewing contemporary evidence about women leaders in education. In School Leadership and Management (Vol. 44, Issue 5, pp. 523–546). Routledge. https://doi.org/10.1080/13632434.2024.2408220

Hochschild, A. R. (1983). The managed heart: Commercialization of human feeling (1st ed.). University of California Press.

Kabaklı Çimen, L., & Bağdatlı Sariboğa, F. (2021). The relationshp between conflict management stylesand organizational culture according to school directors and teachers’ perceptions. The Journal of Social Science, 5(10), 444–461. https://doi.org/10.30520/tjsosci.983709

Kahraman, Ü. (2019). Okul yöneticilerinin yönetim tarzı, örgüt DNA’sı ve örgütsel değişimin okullardaki korku kültürüne etkisi [Doktora Tezi]. Pamukkale Üniversitesi Eğitim Bilimleri Enstitüsü.

Karakurt, S., Kartal, N., & Küçüker, F. (2022). Investigation of primary school teachers’ views and expectations on school climate. The Journal of Turk-Islam World Social Studies, 9(35), 537–553. https://doi.org/10.29228/tidsad.65849

Karakuş, M., & Töremen, F. (2010). Administrators’ competencies on the view of supervisor: A research on elementary school administrators. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, 13, 175–189.

Karataş, S., & Su, A. (2016). Feminizm perspektifinden türk eğitim sisteminde kadın yöneticiler ve eğitim yönetimi [Women administrators and educational administration in the Turkish education system from a feminist perspective]. In K. Beycioğlu, N. Özer, D. Koşar, & İ. Şahin (Eds.), Eğitim Yönetimi Araştırmaları (1st ed., Vol. 18, pp. 286–298). Pegem Akademi. https://doi.org/10.14527/978-605-318-393-8

Katz, R. L. (1974). Skills of an effective administrator. Harvard Business Review, 52, 90–102.

Kazak, E., & Yıldırım, Z. (2022). Öğretmenlerin gözüyle ideal yöneticilerin özellikleri ve ideal yönetici olmanın önündeki engeller [Qualifications of ideal administrators and barriers to becoming ideal administrators from teachers’ perspectives]. Uluslararası Liderlik Eğitimi Dergisi, 6(2), 1–14. https://doi.org/10.26023458/uled.1158970

Kılınç, H., & Cemaloğlu, N. (2018). Kadın okul yöneticilerinin liderlik davranışlarının ortaya çıkmasında etkili olduğunu düşündükleri faktörler hakkındaki görüşleri. Türk Eğitim Bilimleri Dergisi, 6, 104–121.

Koşar, D., Altunay, E., & Yalçinkaya, M. (2014). The difficulties of female primary school administrators in the administration process and solution suggestions. Kuram ve Uygulamada Egitim Bilimleri, 14(3), 905–919. https://doi.org/10.12738/estp.2014.3.2067

Köse, A., & Uzun, M. (2017). Okul öncesi eğitim kurumlarında kadın yönetici olmak: Sorunlar ve eğilimler [Being a female manager at pre-school education institutions: Problems and tendencies]. Mersin University Journal of the Faculty of Education, 1058–1083. https://doi.org/10.17860/mersinefd.322218

Leithwood, K., & Jantzi, D. (2000). The effects of transformational leadership on organizational conditions and student engagement with school. Journal of Educational Administration, 38(2), 112–129.

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry (4th ed.). Sage Publications.

Martínez, M. M., Molina-López, M. M., & de Cabo, R. M. (2021). Explaining the gender gap in school principalship: A tale of two sides. Educational Management Administration and Leadership, 49(6), 863–882. https://doi.org/10.1177/1741143220918258

Massouti, A., Shaya, N., & Qareiny, S. M. A. (2024). Exploring the nexus between female school leaders’ perceptions of distributed instructional leadership, socio-cultural dynamics, and student achievement in the Arab world. International Journal of Educational Research Open, 7. https://doi.org/10.1016/j.ijedro.2024.100372

Merriam, S. B. (1998). Qualitative research and case study applications in education. Jossey-Bass Publishers.

Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage Publications.

Milli Eğitim Bakanlığı (MEB). (2016). Millî Eğitim Bakanlığına bağlı resmî okullarda yatılılık, bursluluk, sosyal yardımlar ve okul pansiyonları yönetmeliği. In Resmi Gazete (No. 2016/9487).

OECD. (2019). TALIS 2018 results (Volume I): Teachers and school leaders as lifelong learners (TALIS). OECD. https://doi.org/10.1787/1d0bc92a-en

Özgenel, M., & Aktaş, A. (2020). The effect of school principal’s leadership styles on teacher performance. International Journal of Leadership Studies: Theory and Practice, 3(2), 1–18.

Öztekin Bayır, Ö., & Dönmez, A. (2020). Being a woman school principal in Turkey. Educational Administration: Theory and Practice, 26(1), 163–202. https://doi.org/10.14527/kuey.2020.004

Patton, M. (2015). Qualitative research and evaluation methods (4th ed.). Sage Publications.

Pont, B., Nusche, D., & Moorman, H. (2008). Improving school leadership volume 1: Policy and practice. www.oecd.org/publishing/corrigenda.

Richardson, J. W., & Khawaja, S. (2025). Meta-synthesis of school leadership competencies to support learner-centered, personalized education. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1537055

Şahin, A., & Atbaşı, Z. (2020). Olumlu okul iklimi oluşturmada öğretmenin rolünün incelenmesi [Examining the role of the teacher in creating a positive school climate]. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 6(3), 672–689. https://doi.org/10.31592/aeusbed.742972

Şahin, S. (2021). Toplumsal cinsiyet bağlamında kadın eğitim yöneticilerinin karşılaştıkları sorunlar: Fenomenolojik araştırma [Problems faced by female educational administrators in the context of gender: Phenomenological study] [Master’s Thesis]. Akdeniz University.

Tok, T. N., & Yalçın, N. (2017). Women school principals in the eyes of school principals. Pamukkale University Journal of Social Sciences Institute, 2017(28), 353–366. https://doi.org/10.5505/pausbed.2017.36025

Tschannen-Moran, M. (2014). Trust matters: Leadership for successful schools (2nd ed.). Jossey-Bass.

UNESCO. (2025). Global education monitoring report 2025: gender report: women lead for learning. In Global education monitoring report 2025: gender report: women lead for learning. GEM Report UNESCO. https://doi.org/10.54676/deod4878

Uslu, B. (2013). Eğitim yönetimi alanındaki akademisyenlerin okul yöneticilerinin yeterliliklerine ilişkin görüşleri [Opinions of academicians from educational administration field about school principals’ competencies]. Marmara Üniversitesi Atatürk Eğitim Faklütesi Eğitim Bilimleri Dergisi, 37, 172–188.

Weinstein, J., Sembler, M., Weinstein, M., Marfán, J., Valenzuela, P., & Muñoz, G. (2023). A female advantage? Gender and educational leadership practices in urban primary schools in Chile. Educational Management Administration and Leadership, 51(5), 1105–1122. https://doi.org/10.1177/17411432211019407

Yin, R. K. (2014). Case study research design and methods (5th ed.). Sage.

Yıldırım, A., & Şimşek, H. (2018). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Akademik ve Mesleki Yayınları.