The effect of primary and secondary school administrators 'instructional leadership behaviors on teachers' 21st century skills

In this study, it was aimed to determine the effect of teaching leadership behaviors shown by primary and Secondary School school administrators on teachers ' 21st century skills. The sample of the study consists of 313 teachers who work in primary and secondary schools in the city center of Kutahya. Data from the study was collected using the Demographic Data Sheet, Instructional Leadership Scale, and the 21. Century Skills Proficiency Perceptions Scale for Teacher Candidates. Descriptive statistics were used to determine the relationships between variables, the Mann Whitney-u test in binary comparisons, The Kruskal Wallis test in three and more comparisons, and the Spearman sequence correlation test to determine the relationship. According to research findings, managers from teachers ' perspectives were often found to have high levels of teaching leadership behavior. In this study, it was found that while the levels of teaching leadership behavior shown by school administrators differ depending on the characteristics of teachers, such as gender, age, and year of service, they do not differ depending on whether teachers work in a formal or private school. It has been found that teachers ' level of competence perception (learning and regeneration skills, life and career skills, knowledge, Media and technology skills) is low. It was concluded that teachers ' level of competence did not differ significantly by gender, age, year of service and type of school. According to teacher perceptions, it has been determined that the teaching leadership behaviors shown by school administrators are related to teachers ' 21. century skills levels. In general, this relationship is at a moderate level and is low in some low dimensions.