An evaluation of school principals’ instructional leadership behaviours from the perspective of teachers

Basit Öğe Kaydı
dc.contributor.authorCansoy, Ramazan
dc.contributor.authorPolatcan, Mahmut
dc.contributor.authorKılınç, Ali Çagatay
dc.date.accessioned2024-09-29T16:29:05Z
dc.date.available2024-09-29T16:29:05Z
dc.date.issued2018
dc.departmentKarabük Üniversitesien_US
dc.description.abstractThe primary aim of this study was to evaluate school principals’ instructional leadership behaviours based onteachers’ views. The instructional leadership model developed by Hallinger and Murphy (1985) was used, andthe phenomenological design of qualitative research was employed. The participants were 16 teachers workingat public schools in Turkey. The data were analysed using content analysis technique. The results showed thatschool principals performed well in some of the areas determined by Hallinger and Murphy while performingweakly in other areas. They performed strong behaviours in conveying the objectives of the school, organisingthe curriculum, being available, preserving the time allocated to instruction, appreciating teachers’ success andmonitoring student development. However, they were reported to show a weak performance in determining theschool objectives, improving the curriculum, contributing to teachers’ professional development and followingstudent learning. Based on the results, it can be suggested that policy-makers should create favourable conditionsfor school principals to act more independently in curriculum development. Moreover, school principals shouldmake an effort to ensure teachers’ professional development and form a school culture that would strengthenprofessional cooperation among teachers. Above all, school principals’ knowledge and expertise regarding instructionalleadership can be enhanced by means of in-service training programs.en_US
dc.identifier.doi10.14527/kuey.2018.015
dc.identifier.endpage622en_US
dc.identifier.issn1300-4832
dc.identifier.issue4en_US
dc.identifier.startpage579en_US
dc.identifier.trdizinid298033en_US
dc.identifier.urihttps://doi.org/10.14527/kuey.2018.015
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/298033
dc.identifier.urihttps://hdl.handle.net/20.500.14619/10241
dc.identifier.volume24en_US
dc.indekslendigikaynakTR-Dizinen_US
dc.language.isoenen_US
dc.relation.ispartofKuram ve Uygulamada Eğitim Yönetimien_US
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectEğitimen_US
dc.subjectEğitim Araştırmalarıen_US
dc.titleAn evaluation of school principals’ instructional leadership behaviours from the perspective of teachersen_US
dc.typeArticleen_US

Dosyalar

Koleksiyon

TR-Dizin İndeksli Yayınlar Koleksiyonu