Assistant Professor
Department of Educational Studies


Brief Biography

Mustafa Toprak is an assistant professor of educational administration at AUC's School of Humanities and Social Sciences. Toprak completed his bachelor's degree in English language education at Boğaziçi University in 2004. He obtained his master's degree in educational administration, supervision, planning, and economics from Fırat University in 2011, and a doctoral degree in educational administration, supervision, planning, and economics from Gaziantep University in 2015. He previously worked as a student counselor at the Center for Talented Youth organized by Johns Hopkins University, taught English at K-12 and tertiary level, and education courses at the undergraduate and graduate level. He is currently the regional editor for Bloomsbury’s Digital series on education and childhood (Egypt).

      • Toprak, M., & Karakuş, M. (2020). Outcomes of school administrators’ emotions: A review of empirical evidence in the Asian context. In Junjun Chen, Ronnel B. King (Eds.). Emotions in learning, teaching, and leadership: Asian perspectives (pp. 165-183). Routledge. 

      • Badran, A., & Toprak, M. (2020). Sustainability of education reforms: An investigation into the professional development component of USAID/Egypt Education Reform Program (ERP, 2004-2009). Education Policy Analysis Archives, 28(129).

      • Toprak, M., & Savaş, A.C. (2020). School headmasters’ emotional intelligence and teachers’ job satisfaction: Moderation effect of emotional labor. New Horizons in Adult Education and Human Resource Development. 32(2), 4-18.

      • Toprak, M. (2019). An investigation into educational decision-making in a centralized education system: Governance principals and the case of national education councils (Şûras). International Journal of Education Policy & Leadership, 15(11). doi: 10.22230/ijepl.2019v15n11a871

      • Toprak, M., Karakus, M., & Chen, J. (2019).  Teachers’ attitudes towards their school managers and their intent to leave: A gender-moderated model. Current Psychology, DOI: 10.1007/s12144-019-00537-x

      • Karkouti, I., Wolsey, T., & Toprak, M. (2019). Restoring hope for Syrian refugees: Social support students need to excel at school. International Migration. doi: 10.1111/imig.12642

      • Tosten, R., & Toprak, M. (2017). Positive psychological capital and emotional labor: A study in educational organizations. Educational Leadership and Management4(1), 1301-1312

      • Toprak, M., & Tosten, R. (2017). Amidst fury, regret, and remorse: An analysis of university students who were placed in disliked majors. Australian Journal of Career Development, 26(3) 124–133

      • Toprak, M. (2017). Mismatch between teachers’ need for change and change in practice: What if what they see is not what they want?. International Journal of Leadership in Education, Doi:10.1080/13603124.2016.1272720

      • Karakuş, M., & Üstüner, M., Toprak, M. (2014). Two alternative models on the relationships between organizational justice, organizational commitment, burnout, and job satisfaction of education supervisors. Journal of Educational Policy (Korean Education Development Institute), 11(1), 69-94

      • Karakuş, M., Toprak, M., & Gurpinar, M. (2014). Structural equation modeling on the relationships between teachers’ trust in the manager, commitment to the manager, satisfaction from the manager, and intent to leave. Croatian Journal of Education, 16(1), 165-189

      • Foundations of educational research
      • Strategic educational planning and development
      • Foundations of instructional practices for classroom teachers
      • Research-based instructional leadership
      • Organizational theory and educational institutions
      • Fundamentals of teaching and learning
      • Introduction to educational psychology
      • Classroom management strategies
      • Teaching practicum
    Research Interest
    • School reform
    • Educational policy-making
    • Organizational behavior at schools