|
Makale Özeti:
|
Today, leadership is one of the most discussing topics. Much research related to types of leadership is currently continuing. Instructional leadership, which is an important leadership dimension, is one of these topics. Instructional leadership can be defined as set of behaviors exhibited by school principal or behaviors that school principal make others to exhibit in order to increase success of students in the school. Instructional leadership is differentiated in accordance with the focus point of school principal’ key role in conceptual level. Those key roles are “improving school efficiency, facilitating school alteration, developing teaching profession, and focusing on improving student output”. It can be thought that instructional leadership can be shaped on the basis of school culture, school climate, and every school’s own structure. Within this framework, the main objective of this study is to scrutinize how and in what ways school principals’ instructional leadership behaviors in schools are determined with respect to teacher opinions. The study was designed as qualitative research with a study group consisting of 52 teachers, who worked at primary, middle and high schools. As data collection tool, a guideline used for how to fill the form, and a semi-structured interview form developed by researchers. The data gathered from the forms was analyzed with content analysis through NVivo qualitative data analysis software. According to the findings of this study, the teachers participated to this study bring school principals’ positive behaviors such as “leading”, “guiding”, “sharing experiences”, “student-teacher-centeredness” into forefront.
|