TEACHER PERCEPTIONS ON THE LEARNING-CENTERED LEADERSHIP BEHAVIORS OF SCHOOL ADMINISTRATORS

Abstract

The aim of the research is to determine teacher perceptions regarding the learning-centered leadership behaviors of school principals. In line with the stated purpose, the survey model, which is among the quantitative research approaches, was preferred as the method in the research. The population of the research consists of teachers working in primary and secondary schools in Batman Province in the 2022-2023 academic year. The sample consists of 354 classroom and branch teachers who filled out the voluntary participation consent form using simple random sampling method from the population. "Learning-Centered Leadership Scale" was used as a data collection tool in the research. Since the data collected with the relevant scale showed a normal distribution, the data were analyzed using parametric tests, Independent Samples t-Test, and ANOVA. The research shows that teachers' perceptions of learning-centered leadership are at medium and high levels. In addition, when learning-centered leadership is considered in the context of its sub-dimensions, it was determined that teachers had moderate positive perceptions in the dimensions of providing learning support, managing the learning program and being a model, and high levels of positive perceptions in the dimensions of developing a learning-oriented vision. In addition, it was determined in the study that teachers' perceptions of school principals' learning-centered leadership behaviors did not show a significant difference according to the variables of gender, professional seniority, marital status, type of school, administrator at the school and working time.