Cansoy, RamazanPolatcan, MahmutKılınç, Ali Çagatay2024-09-292024-09-2920181300-4832https://doi.org/10.14527/kuey.2018.015https://search.trdizin.gov.tr/tr/yayin/detay/298033https://hdl.handle.net/20.500.14619/10241The 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.eninfo:eu-repo/semantics/openAccessEğitimEğitim AraştırmalarıArticle10.14527/kuey.2018.015622457929803324