Instructional leadership in Turkish primary schools: An analysis of teachers’ perceptions and current policy

Sedat GUMUS, Mete AKCAOGLU

Research output: Contribution to journalArticlespeer-review

15 Citations (Scopus)

Abstract

School leadership, one of the most important aspects of school improvement, has not received much attention from either policymakers or researchers in Turkey despite many countries embrace creating and developing effective leaders as one of the important first steps to improve their education. This research looked at the instructional leadership skills of Turkish principals from the teacher's perspective measured through a survey collected from primary school teachers in five different cities in Turkey, first, to describe the current situation and, second, to find out if teachers' experience and gender affect their views. The results show that Turkish principals practice their instructional leadership roles only occasionally and teachers' gender significantly affects their perception. Copyright © 2013 The Author(s).
Original languageEnglish
Pages (from-to)289-302
JournalEducational Management Administration & Leadership
Volume41
Issue number3
Early online dateApr 2013
DOIs
Publication statusPublished - May 2013

Citation

Gumus, S., & Akcaoglu, M. (2013). Instructional leadership in Turkish primary schools: An analysis of teachers’ perceptions and current policy. Educational Management Administration & Leadership, 41(3), 289-302. doi: 10.1177/1741143212474801

Keywords

  • Educational administration
  • Gender
  • Instructional leadership
  • Principal selection in Turkey

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