Evaluation of Instructional Leadership Competencies of School Administrators from the Perspective of Teachers

Abstract

The aim of this study is to make a general evaluation regarding the instructional leadership competencies of school administrators from the perspective of teachers working in different school types. In the current study, which was designed as survey method, both single and correlational survey methods were employed. 252 teachers in different branches, working in different regions and in different school types in Turkey in 2021 participated in the study. Descriptive statistics were used to evaluate the instructional leadership competencies of school administrators. According to the obtained results, it was determined that school administrators exhibited behaviors related to instructional leadership from time to time.  The instructional leadership competencies of school administrators were found to differ significantly in terms of teachers' gender and personality traits. On the other hand, teachers’ opinions didn’t differ in terms of teachers’ educational status, type of school they worked in, years of experience, technology literacy skill, and academic self-improvement effort. It is suggested that policy makers should determine new policies for school administrators in order to further increase their instructional leadership competencies.