Köksal Banoğlu, Ph.D.

Biography

Dr. Köksal Banoğlu is an Assistant Professor at Wenzhou-Kean University, China, whose scholarship explores how educational leadership, organizational dynamics, emerging technologies, and school contexts shape teaching, learning, and educational improvement. His research sits at the intersection of educational administration and leadership, school improvement, teacher learning, educational technology, artificial intelligence, and social network analysis, with a particular interest in how relationships, organizational structures, and technologies influence K–12 schools.

Before joining Wenzhou-Kean University, Dr. Banoğlu served as a postdoctoral fellow in the Hong Kong Jockey Club InnoPower Education Fellowship in the Department of Education Policy and Leadership at The Education University of Hong Kong. Prior to this, he accumulated over a decade of ICT teaching experience in classrooms across all K–12 educational stages in Türkiye. He also taught several undergraduate and graduate courses and supervised a graduate thesis during three years of service as an instructor across four universities in Istanbul.

Notably, he served for nine years as the Director-General of the Public Project Office at the Maltepe District Governorship of Istanbul, Türkiye, where he led the development, coordination, and implementation of public education and community-oriented national and international projects as Principal Investigator. During this period, he successfully secured and coordinated more than USD 300,000 in external funding from international and development organizations, including the United Nations High Commissioner for Refugees (UNHCR) on two occasions, Save the Children, local development agencies, and the European Union on two occasions. His UNHCR-funded projects addressing the social, psychological, and educational integration of Syrian refugee children and their families culminated in his serving as Principal Investigator of a project recognised with the 2019 Best Public Project Award by the Ministry of Interior of Türkiye. These projects supported a range of education, youth, and community development initiatives and provided Dr. Banoğlu with extensive experience in public-sector leadership, project development, international funding, and community engagement.

With a research career spanning nearly two decades, Dr. Banoğlu began his academic journey in 2009 with a Master’s degree in Educational Administration and Leadership and subsequently earned two PhD degrees: one in Educational Sciences from Ghent University, Belgium, and another in Educational Administration and Leadership from Marmara University, Türkiye. His doctoral dissertation was recognised with the Best Doctoral Dissertation Award by the Educational Administration Research and Development Association in 2021. To date, he has authored or co-authored more than 30 scholarly publications, predominantly in Q1 and Q2 journals, reflecting his sustained engagement with high-quality international research in educational leadership, administration, and related fields.

Dr. Banoğlu's research is characterised by methodological breadth and the application of advanced analytical approaches to complex educational problems. His methodological expertise includes social network analysis (SNA), exponential random graph models (ERGM), stochastic actor-oriented models (SAOM), multilevel modelling, bibliometric analysis, systematic review methodology, and critical discourse analysis. He applies these approaches to investigate leadership and professional networks, teacher collaboration and innovation, technology leadership, leadership preparation, organizational learning, and the role of artificial intelligence in student agency and democratic participation in K–12 schools.

As part of his professional and scholarly service, Dr. Banoğlu actively contributes to the international educational research community through editorial leadership, peer review, and other scholarly activities. He serves as Chief Editor of Research in Educational Administration & Leadership (REAL), an international, open-access journal indexed in Web of Science and Scopus. He also serves as an Editor for the field’s flagship Q1 journal, International Journal of Leadership in Education, and contributes to the editorial boards of several top-tier Q1 journals, including Journal of Educational Administration and History, Review of Education, Methodological Innovations, and International Studies in Sociology of Education.

He regularly serves as a peer reviewer for leading international journals in educational leadership, educational administration, teacher education, educational technology, and educational research. A full list of the 14 top-tier journals for which he has served as a reviewer on more than 40 occasions is available on his ORCID profile: https://orcid.org/0000-0002-3314-1032. He also actively contributes to major international scholarly associations and conferences as a presenter, reviewer, and session chair, including those organised by the University Council for Educational Administration (UCEA), the American Educational Research Association (AERA), and the British Educational Leadership, Management and Administration Society (BELMAS). He has presented more than 40 papers at tens of national and international conferences around the world. In recognition of his academic blogging, he received the BELMAS Best Blog Runner-Up Award in 2025.

Education

• Doctor of Philosophy (Ph.D.), Educational Sciences, Ghent University, Belgium

• Doctor of Philosophy (Ph.D.), Educational Administration and Leadership, Marmara University, Türkiye

• Master's Degree, Educational Administration and Leadership, Yildiz Technical University, Türkiye

• Bachelor's Degree, Computer and Instructional Technologies Education, Yildiz Technical University, Türkiye

Selected Publications – Last Four Years

(An asterisk* denotes corresponding authorship.)

  • Gardner-McTaggart, A. & Banoğlu, K.* (in press). Amour de Soi and the leadership of stewardship: Reclaiming enlightenment for educational leadership. International Journal of Leadership in Education.

[Scopus CiteScore: 9.1, Q1; Web of Science ESCI IF: 2.2, Q2]

  • Banoğlu, K., Mullen, C. & Orucu, D. (in press). Student activism and AI for social justice: A Cultural–Historical Activity Theory (CHAT) approach. Professing Education.

[Professional journal of the Society of Professors of Education; not indexed in Web of Science or Scopus.]

  • Banoğlu, K., Gümüş, S., Lu, J., Yang, Y., Walker, A. (2026). Future-ready school leadership and teacher innovative advice networks: Exploring relational patterns of innovation. Advance online publication. School Leadership & Management. https://doi.org/10.1080/13632434.2026.2731333

[Scopus CiteScore: 6.0, Q1; Web of Science ESCI IF: 4.3, Q1]

  • Banoğlu, K., Karataş, İ. H., & Gümüş, S. (2026). School principals’ networking preferences for instructional and administrative advice-seeking relations: Insights from inferential social network analysis. Educational Management Administration & Leadership. Advance online publication. https://doi.org/10.1177/17411432241303673

[Scopus CiteScore: 11.2, Q1; Web of Science SSCI IF: 3.9, Q1]

  • Gümüş, S., Lu, J., Banoğlu, K.*, & Walker, A. D. (2026).  From confidence to impact: How school leaders’ self-efficacy moderates the relationship between transformational leadership and organizational learning in K–12 schools. Journal of Educational Administration, 64(1), 14-30. https://doi.org/10.1108/JEA-05-2025-0204

[Scopus CiteScore: 4.6, Q1; Web of Science SSCI IF: 2.7, Q1]

  • Lu, J., Walker, A. D., Banoğlu, K., Tang, J., & Gümüş, S. (2026). Future-ready school leadership: Construct clarification, development, and validation of a new measurement instrument. Educational Management Administration & Leadership. Advance online publication. https://doi.org/10.1177/17411432261441721

[Scopus CiteScore: 11.2, Q1; Web of Science SSCI IF: 3.9, Q1]

  • Banoğlu, K.*, & Erol, E. (2026). Organisational politics as predictors of teachers’ job crafting profiles in K–12 schools. Improving Schools. Advance online publication. https://doi.org/10.1177/13654802261467442

[Scopus CiteScore: 4.4, Q1; Web of Science ESCI IF: 2.7, Q1]

  • Banoğlu, K., Gümüş, S., Karataş, İ. H., & Lu, J. (2026).  Transitivity between school principals’ instructional and administrative advice-seeking relations in a rural district: Friendship matters. Journal of Professional Capital & Community, 11(2), 188-212. https://doi.org/10.1108/JPCC-09-2024-0154

[Scopus CiteScore: 3.8, Q1; Web of Science SSCI IF: 1.7, Q2]

  • Gümüş, S., & Banoğlu, K.* (2026). Uncovering promises and challenges of online-hybrid school leadership preparation and development programs: A narrative synthesis through the lens of Activity Theory. Journal of Research on Leadership Education. Advance online publication. https://doi.org/10.1177/19427751261445852

[Scopus CiteScore: 4.9, Q1; Web of Science ESCI IF: 1.5, Q2]

  • Hallinger, P., Banoğlu, K., & Gümüş, S. (2025). Scoping review of research on digital simulations and serious games in educational leadership and management. Leadership and Policy in Schools, 24(1), 178–199. https://doi.org/10.1080/15700763.2024.2447315

[Scopus CiteScore: 4.8, Q1; Web of Science ESCI IF: 1.4, Q2]

  • Banoğlu, K.*, Patrick, J., & Hacıfazlıoğlu, O. (2025). Promises of artificial intelligence (AI) in reframing student agency and democratic participation in K–12 schools: Perspectives from student leaders. Leading & Managing, 31(1), 90-111.

[Professional journal of the Australian Council for Educational Leaders (ACEL); not indexed in Web of Science or Scopus.]

  • Ayyıldız, P., & Banoğlu, K. (2024). The leaky pipeline: Where exactly are these leakages for women leaders in higher education? School Leadership & Management, 44(2), 120-139. https://doi.org/10.1080/13632434.2024.2323731

[Scopus CiteScore: 6.0, Q1; Web of Science ESCI IF: 4.3, Q1]

  • Banoğlu, K.*, Vanderlinde, R., & Çetin, M. (2023). Who chooses whom for professional interaction? A sociometric inquiry into teacher leadership. Professional Development in Education, 49(6), 1053-1071.  https://doi.org/10.1080/19415257.2023.2229337

[Scopus CiteScore: 8.2, Q1; SSCI IF: 2.9, Q1]

  • Banoğlu, K.*, Vanderlinde, R., Çetin, M., & Aesaert, K. (2023). Role of principals technology leadership practices in building a learning organization culture in public K–12 schools. Journal of School Leadership, 33(1), 66-91. https://doi.org/10.1177/10526846221134010
  • Banoğlu, K.* & Korkmazlar, U. (2022). Efficacy of the Eye Movement Desensitization and Reprocessing Group Protocol with Children (EMDR-GP/C) in reducing posttraumatic stress disorder in refugee children. European Journal of Trauma & Dissociation, 6(1), https://doi.org/10.1016/j.ejtd.2021.100241

[Scopus CiteScore: 2.7, Q2; Web of Science ESCI IF: 0.6, Q3]

 

Peer-Reviewed Book Chapters

  • Banoğlu, K., Patrick, J. & Gardner-McTaggart, A. (in press). Harnessing the power of artificial intelligence (AI) in empowering student agency and democratic participation in K–12 schools. In C. Lowery, C. Gautam & P. M. Jenlink (Eds.), Educational leadership and political literacy: Empowering school leaders for informed civic and social engagement. Bloomsbury Publishing.
  • Banoğlu, K. (2026). Foreword. In C. A. Mullen & D. W. Eadens (Eds.), Improving your college courses: A guide for engaging in digital learning (pp. xiii-xiv). Myers Education Press.
  • Mullen, C. A., Eadens, D. W., & Banoğlu, K. (2026). Introduction: Guidebook in a snap. In C. A. Mullen & D. W. Eadens (Eds.), Improving your college courses: A guide for engaging in digital learning (pp. xv-xxviii). Myers Education Press.
  • Ayyıldız, P. & Banoğlu, K. (2023). A proposal to enhance retention of school principals in Turkey. In C. Rabinowitz & M. Reichel (Eds.), Principal recruitment and retention. Best practices for meeting the challenges of today (pp.125-137). Rowman & Littlefield.
  • Banoğlu, K. & Gümüş, S. (2022). Supporting technology integration in schools: In pursuit of new skills for school managers in the post-pandemic era. In J. Glanz (Ed.), Managerial school leadership: New skills for the 21st century (pp. 37-49). Rowman & Littlefield.

 

Academic Blogs and Scholarly Commentary

[Awarded with 2025 BELMAS Best Blog Runner-Up]

 

Conference Presentations and Proceedings

(Poster presentations excluded)

  • Orucu, D., Banoğlu, K., & Mullen, C. A. (2026). Tricking the 'artificial' in intelligence: Towards an AI-informed dialogical space for social justice advocacy in educational leadership. Paper presented at the BELMAS Annual Conference 2026, 3 July 2026, Cardiff, UK.
  • Wang, H., Lu, J., Banoğlu, K., Walker, A. D., & Gümüş, S. (2026). When principals and teachers see differently: Perceptual (in)congruence in future-ready school leadership and organizational learning. Paper presented at the European Conference on Educational Research (ECER) 2026, 20 August 2026, Tampere University, Finland.
  • Yüner, B., & Banoğlu, K. (2026). From leadership to innovation: Team learning as the pathway linking principals' technology leadership to teacher innovativeness. Paper presented at the European Conference on Educational Research (ECER) 2026, 18 August 2026, Tampere University, Finland.
  • Banoğlu, K. (2026). Artificial intelligence (AI) technologies and political literacy in K–12 Democratic Schooling. Paper presented as part of the symposium “Constructing New Visions of Educational Leadership through Political Literacy” at the 2026 Annual Meeting of the American Educational Research Association (AERA), 11 April 2026, Los Angeles, CA, USA.
  • Gümüş, S., Lu, J., Banoğlu, K. & Walker, A. D. (2026).  Transformational leadership, principal self-efficacy, and organizational learning: Rethinking humility and overconfidence in school leadership. Paper presented at the American Educational Research Association (AERA) 2026, 11 April 2026, CA, USA.
  • Banoğlu, K., & Mullen, C. A. (2026). AI-Informed student activism and civic engagement in K–12 school communities. Paper presented at the 22nd International Network (INET) Roundtable, hosted by Johns Hopkins University, as part of the 2026 AERA Annual Meeting, 8 April 2026, Los Angeles, CA, USA.
  • Banoğlu, K., & Mullen, C. A. (2026). Creating space for AI-informed participatory ecosystems and student activism in education. Paper presented at the 2026 Society of Professors of Education Annual Conference at the AERA 2026, 11 April 2026, Los Angeles, CA, USA.
  • Mullen, C. A., Eadens, D., Johnson, M. L., Bixler, K. M., Banoğlu, K., & Myers, C. (2026). Human development through digital learning in higher education courses. Paper presented at the National Technical University Virtual Conference, Kharkiv, Ukraine, 26 March 2026, Online session.
  • Lu, J., Walker, A., Banoğlu, K., Tang, J., & Gümüş, S. (2025). Future-ready school leadership: Construct clarification, development, and validation of a new measurement instrument. Paper presented at the 39th Annual University Council for Educational Administration (UCEA) Convention, 19 November 2025, Puerto Rico, USA.
  • Banoğlu, K., Gümüş, S., & Karataş, I., Lu, J. (2025). Transitivity between school principals’ instructional and administrative advice-seeking relations in a rural district: Friendship Matters. Paper presented at the AERA 2025, 24 April 2025, Colorado, Denver, USA.
  • Banoğlu, K., Gümüş, S., & Karataş, I. (2024). Principals’ networking preferences for advice-seeking relations: Insights from inferential social network analysis. Paper presented at the 38th Annual University Council for Educational Administration (UCEA) Convention, 20 November 2024, Los Angeles, CA, USA.
  • Banoğlu, K. (2021). What makes some research papers more popular than others in the field of educational administration. Paper presented at the 35th Annual Convention of University Council of Educational Administration (UCEA), 11 November 2021, Columbus, USA.
  • Banoğlu, K. (2020). A critical analysis of the PISA 2018 Turkey Preliminary Report: Could you draw me the graph of inequalities, PISA? Presented at the 11. International Educational Administration Forum, 20 November 2020, Online session.
  • Banoğlu, K. (2018). What does social network analysis stand for? A critical analysis of the SNA research in Turkey. 9. Presented at the International Educational Administration Forum, 10 November 2018, Antalya.
  • Uysal, Ş., &  Banoğlu, K. (2018). Investigation of Turkey PISA 2015 performance through multi-group structural equation modelling in light of Pierre Bourdieu's cultural capital theory [Pierre Bourdieu’nun kültürel sermaye kuramı açısından Türk öğrencilerin PISA 2015 fen bilimleri başarısını etkileyen faktörlerin çok gruplu yapısal eşitlik modeli İle incelenmesi]. 9. Uluslararası Eğitim Yönetimi Forumu Bildiri Özetleri Kitabı, Antalya.
  • Banoğlu, K. (2018). Eğitim bilimleri araştırmalarında kullanılan ileri düzey sosyal ağ analizi uygulamalarına bir örnek: Exponential Random Graph Models (ERGMs) (In Turkish). [An example of advanced social network analysis applications in educational sciences research: Exponential Random Graph Models (ERGMs)]. Presented and published in the Proceedings of 3. Uluslararası Eğitim ve Sosyal Bilimler Kongresi Özet Kitapçığı, (pp.12-13).
  • Banoğlu, K. & Uysal,Ş. (2017). Özel ve devlet üniversitelerinde "Dekan Mesajlarının" söylem analizi ile incelenmesi ve Foucauldian bir çözümleme denemesi: Bugünün ve geleceğin eğitim fakültesi temsillerinin eleştirisi (In Turkish). [Foucauldian discourse analysis of dean messages on public and private university webpages: A critique of representations of contemporary and future faculties of education]. Presented and published in the Proceedings of 2. Uluslararası Yükseköğretim Çalışmaları Konferansı Bildiri Özetleri Kitabı, Antalya (pp. 48-50).
  • Banoğlu, K. & Uysal, Ş. (2017). Milli eğitim bakanlarımızdan Nabi Avcı’nın Eğitim Teknolojileri Zirvesi-2015 açılış konuşması ve eğitim teknolojisi söylemine yönelik Foucauldian bir çözümleme denemesi (In Turkish). [A Foucauldian analysis of former Minister of National Education Nabi Avcı’s opening speech at the 2015 Educational Technologies Summit and educational technology discourse]. Presented and published in the Proceedings of 8. Uluslararası Eğitim Yönetimi Forumu Bildiri Özetleri Kitabı, Ankara (pp. 309-319).
  • Banoğlu, K. & Çetin, M. (2016). Eğitim bilimleri araştırmalarında Latent Class Analysis (LCA) uygulamaları: Ne araştırma teknikleri gördüm zaten Türkiye'de yoktular (In Turkish) [Applications of Latent Class Analysis (LCA) in educational sciences research]. Presented and published in the Proceedings of 7. Uluslararası Eğitim Yönetimi Forumu Bildiri Özetleri Kitabı,  KKTC (pp. 92-93).
  • Uysal, Ş., Madenoğlu, C., & Banoğlu, K. (2015). Türk öğrencilerin PISA matematik başarı düzeyinin sosyo-ekonomik değişkenler açısından incelenmesi (In Turkish) [An investigation of Turkish students’ PISA mathematics achievement in relation to socioeconomic variables]. Presented and published in the Proceedings of 6. Uluslararası Eğitim Yönetimi Forumu Bildiri Özetleri Kitabı, KKTC (pp. 211-213).
  • Banoğlu, K. & Uysal, Ş. (2015). Öğrenciler arasındaki performans farkının okulların PISA matematik başarısı üzerindeki etkisi: Eşitsizlik başarısızlığı nasıl getiriyor? (In Turkish) [The effect of performance differences among students on schools’ PISA mathematics achievement: How does inequality lead to failure?]. Presented and published in the Proceedings of 10. Ulusal Eğitim Yönetimi Kongresi Bildiri Özetleri (pp. 182-184).Gaziantep University.
  • Banoğlu, K. (2015). Hip-hop alt-kültüründe eğitim, okul, sınıf ve öğretmen yaklaşımlarının göstergebilimsel analizi: Sokağın sesine kulak vermek (In Turkish) [Semiotic analysis of school, classroom, teacher and education metaphors rhymed in Turkish hip-hop songs]. Presented and published in the Proceedings of 24. Ulusal Eğitim Bilimleri Kongresi Bildiri Özetleri Kitabı, Niğde (pp. 159-160). Ankara: PegemA Yayınevi.
  • Çetin, M. & Banoğlu, K. (2014). Değerler eğitimi tartışmasında yüz yıl öncesine kulak vermek: W. Benjamin ve eleştirel ahlak eğitimi yaklaşımı (In Turkish) [Listening to a century ago in the debate on values education: W. Benjamin and a critical approach to moral education]. Presented and published in the Proceedings of 9. Ulusal Eğitim Yönetimi Kongresi Bildiri Özetleri Kitabı, Siirt (pp. 155-157).  PegemA Publishing.
  • Banoğlu, K., Uysal, Ş., & Madenoğlu, Ş. (2014). Öğretmenlerin sosyal iletişim, eğitim içeriği geliştirme, eğitim teknolojilerinin kullanımı ve bakımı konularında geliştirdikleri ilişkilerin sosyal ağ analizi yöntemiyle analizi (In Turkish) [An analysis of teachers’ relationships concerning social communication, educational content development, and the use and maintenance of educational technologies using social network analysis]. Presented and published in the Proceedings of 5. Eğitim Yönetimi Forumu Özet Bildiri Kitabı, Konya (pp. 285-287). PegemA Yayınevi.
  • Banoğlu, K.,  Uysal, Ş., Madenoğlu, C. & Dede, A. (2013). Okul müdürlerinin teknoloji liderliği yeterliklerinin incelenmesi (Eskişehir İli Örneği) (In Turkish) [An investigation of school principals’ technology leadership competencies: The case of Eskişehir]. Presented and published in the Proceedings of 8. Ulusal Eğitim Yönetimi Kongresi Bildiri Özetleri Kitabı, İstanbul (pp. 287-290).
  • Çelikbaş, A., Yalçınkaya, T. & Banoğlu, K. (2013). From the Perspective of Primary School Students:  Ecology and Ecology Education. Presented and published in the Proceedings of 3rd International Geography Symposium Proceedings , R. Efe, İ.Atalay & İ.Cürebal (Eds.), Antalya (pp. 357-370). 
  • Banoğlu, K. & Çelikbaş, A. (2013). Okul müdürlerinin doğa ve çevre anlayışlarının incelenmesi (In Turkish) [An investigation of school principals’ understandings of nature and the environment]. Published in the Proceedings of 8. Ulusal Eğitim Yönetimi Kongresi Bildiri Özetleri Kitabı, İstanbul (pp. 267-270).
  • Banoğlu, K., Dede, A., Madenoğlu, C., & Uysal, Ş. (2013). Fatih projesi uygulamasına yönelik öğretmen görüşlerinin incelenmesi (In Turkish) [An investigation of teachers’ views on the implementation of the FATİH Project]. Published in the Proceedings of 4. Eğitim Yönetimi Forumu Özet Bildiri Kitabı, Balıkesir (pp. 12-13). Ankara: PegemA Yayınları.
  • Çetin, M. & Banoğlu, K. (2013). Okul müdürlerinin eğitim felsefesi yaklaşımları ile teknoloji liderliği yeterlikleri arasındaki ilişkinin incelenmesi (In Turkish) [An investigation of the relationship between school principals’ educational philosophy approaches and technology leadership competencies]. Presented at the Eğitim Felsefesi Ulusal Sempozyumu. 21 November 2013, Ankara University.
  • Alıcı, Ş. & Banoğlu, K. (2012). A qualitative study on perceptions of early childhood educators, administrators and authorities about integration of technology and computer in early childhood education. Presented at the 3. International Congress on Early Childhood Education, 12 September 2012, Çukurova University.
  • Banoğlu, K. (2012). Okul müdürlerinin teknoloji liderliği ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışması (In Turkish) [Development of a school principals’ technology leadership scale: A validity and reliability study]. Presented at the 7. Ulusal Eğitim Yönetimi Kongresi, 24 May 2012, İnönü University.
  • Bakioğlu, A. & Banoğlu, K. (2012). Öğretmenlikte kariyer basamakları uygulamasına ilişkin öğretmen görüşlerinin metaforlar ve sosyal ağ analizi yöntemiyle incelenmesi (In Turkish) [An investigation of teachers’ views on career stages in teaching through metaphors and social network analysis]. Presented at the 7. Ulusal Eğitim Yönetimi Kongresi, 24 May 2012, İnönü University.
  • Çetin, M. & Banoğlu, K. (2012). Okul müdürlerinin sahip oldukları eğitim felsefesi yaklaşımlarının çeşitli değişkenler açısından incelenmesi (In Turkish). Presented and published in the Proceedings of 1. Uluslararası Eğitim Sosyolojisi Sempozyumu Bildiri Özetleri (pp. 173-176).  Ankara University.
  • Terzi, Ç., Banoğlu, K., & Uysal, Ş. (2012). Bilimsel araştırmalarda karşılaşılan zorluklar ve izlenebilecek stratejiler (In Turkish) [An investigation of school principals’ educational philosophy approaches in relation to various variables]. Published in the Proceedings of 3. Ulusal Eğitim Yönetimi Forumu (pp.39-40). Nevşehir University.
  • Banoğlu, K. & Yıldız, R. (2011). Developing a scale for measuring information and computer technology (ICT) teachers’ specific field efficiency: Validity and reliability study. Paper presented and published in the Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications, 27 June 2011  (pp. 3263-3264). Chesapeake, VA: AACE.
  • Banoğlu, K. (2011). Eğitim yönetimi yüksek lisans ders programları ile öğretim üyelerinin ders ve konu alanı tercihleri arasındaki uyumun incelenmesi: Bir conjoint analizi uygulaması (In Turkish) [An investigation of the alignment between educational administration master’s curricula and faculty members’ course and subject-area preferences: A conjoint analysis]. Presented at the 6. Ulusal Eğitim Yönetimi Kongresi, 16-17 April 2011, Cyprus.
  • Banoğlu, K. (2010). A comparative study of educational leadership & administration MA programs in USA and Turkey. Presented at the 5. International Conference on Interdisciplinary Social Sciences, Cambridge University, 5 August 2010, UK.
  • Banoğlu, K. (2010). Okullarda dumansız hava sahası düzenlemesine ilişkin yönetici ve öğretmen tutumlarının incelenmesi (In Turkish) [An investigation of administrators’ and teachers’ attitudes towards smoke-free school environments]. Presented and published in the Proceedings of 19. Ulusal Eğitim Bilimleri Kurultayı Bildiri Özetleri (p.87).  International Cyprus University.
  • Banoğlu, K. (2010). Okul müdürlerinin teknoloji liderliği yeterlikleri (In Turkish). Presented at the 5. Ulusal Eğitim Yönetimi Kongresi, 2 May 2010, Gazi University.
  • Banoğlu, K. & Baş, Y. (2009). Ortaöğretim 11. ve 12. sınıf öğrencilerinin sosyoloji dersine ilişkin algılarının incelenmesi (In Turkish) [An investigation of 11th- and 12th-grade secondary school students’ perceptions of sociology courses]. Presented at the 4. Sosyal Bilimler Eğitimi Kongresi, 7 October 2009, Marmara University.
  • Banoğlu, K. & Peker, S. (2009). Öğrenen örgüt olma yolunda ilköğretim okul yöneticilerinin algı durumları (In Turkish) [Primary school administrators’ perceptions in the process of becoming learning organisations]. Presented at the 4. Ulusal Eğitim Yönetimi Kongresi, 14 May 2009, Pamukkale University.
  • Banoğlu, K. & Peker, S. (2009). İlköğretim okullarında çalışan öğretmenlerin öğrenen örgüt algıları ve okul yöneticileriyle aralarındaki algı farkları (In Turkish) [Teachers’ perceptions of learning organisations in primary schools and differences between their perceptions and those of school administrators]. Presented and published in the Proceedings of 18. Eğitim Bilimleri Kurultayı Bildiri Özetleri, (pp. 208-209). Ankara: Cantekin Publishing.

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