Identification of leadership behaviors of school administrators and teachers for improving the achievements of disadvantaged students

This study aims to identify the leadership behaviors of teachers and school administrators for enhancing the achievements of disadvantaged students. A mixed-methods research design, involving the collection, analysis, and interpretation of both quantitative and qualitative data, was employed.The population of the research comprises teachers and school administrators working in state preschools, primary schools, middle schools, and high schools affiliated with the Ministry of National Education, located in the Viranşehir district of Şanlıurfa province during the 2022-2023 academic year. The quantitative research sample consists of 614 teachers selected from this population. The study group of the qualitative research consists of 18 school administrators. Data for the research were obtained using the "Attitude Scale for Improving the Achievements of Disadvantaged Students" and a Semi-Structured Interview Form developed by the researcher and advisor. In the analysis of quantitative data, t-test, one-way analysis of variance (ANOVA), Levene test and LSD multiple comparison test were used in post-hoc analysis. Descriptive analysis technique was used for the analysis of qualitative data. According to the findings of the research, significant variations were observed in the variables of the number of students in the school, school type, and the number of disadvantaged students in the school, based on the data obtained from the attitude scale for improving the achievements of disadvantaged students. It was concluded that the contribution of school administrators to success is higher in schools with fewer than 501 students compared to schools with 1001 or more students. It was also found that variables such as school type and the number of disadvantaged students in the school differed in all sub-dimensions, including the problems of disadvantaged students, the teacher's contribution to success, and the school administrator's contribution to success. As a result of the analysis of qualitative data, poverty and the intensity of seasonal agricultural labor stand out as obstacles to success. The lack of awareness and indifference of families lead to insufficient efforts by teachers and school administrators. Due to the regional conditions, crowded schools and physical inadequacies are also among the obstacles to success. Based on the results of both quantitative and qualitative research, it is recommended to implement awareness projects for families, collaborate with non-governmental organizations and universities, and provide leadership training for school administrators before their service. Keywords: Disadvantageousness; Poverty; Deprivation; Syrian immigrants; Seasonal agricultural labor.