Four frameworks examining the relationships between leadership trends and school effectiveness

School environments where teachers perceive their leadership behaviors as strong contribute to school effectiveness. The purpose of this research is to examine the relationships between the four framework leadership tendencies in their schools and school effectiveness, according to the opinions of teachers working in secondary education institutions, and to determine the role of each leadership framework on school effectiveness. 327 teachers working in secondary education institutions participated in the research. In this research, the "Leadership Orientation Scale", developed by Thompson (2005) and adapted into Turkish by Özcan and Balyer (2013), was used to determine the four framework leadership tendencies in schools. In order to determine the effectiveness levels of schools, the "School Effectiveness Index", developed by Hoy (2009) and adapted into Turkish by Demirkasımoğlu and Taşkın (2015), was used. The findings showed that, according to teachers' opinions, school administrators exhibited the four framework leadership tendencies at a high level. Similarly, perceptions of school effectiveness were also found to have a high average. Calculated correlation coefficients showed that there were positive relationships between the variables. According to the findings, there was a medium level relationship with the structural frame, human resources frame and political frame, and a high level relationship with the symbolic frame. The research showed that four frameworks of leadership were significant predictors of school effectiveness, and the strongest predictor of school effectiveness was the symbolic framework. Key Words: Four Frames Leadership, Structural Frame, Human Resources Frame, Political Frame, Symbolic Frame, School Effectiveness