The relationship between the instructional leadership behaviors of high school principals and teachers' perception of learning school

The purpose of this study was to examine the relationship between teachers' perceptions of high school principals' instructional leadership behaviors and learning school. The relational screening model was preferred in order to determine the level of relationship in the study. The target population of the study consisted of 1085 teachers working at the high school level in the central district of Niğde in the 2020-2021 academic year. Of this target population, 305 teachers were determined by using random sampling method and the accessible population was formed. Data obtained from 202 teachers were used in the data collection process. Personal Information Form, Instructional Leadership Behaviors Scale and Learning School Scale were used to reach the required data. It was found that the data obtained as a result of the research showed a normal distribution. The total scores of instructional leadership and learning school scales were calculated according to teacher perceptions, and then Pearson correlation coefficient was conducted to reveal the relationship between high school principals' instructional leadership behaviors and teachers' learning school perceptions. In addition, simple linear regression analysis was conducted to determine whether high school principals' instructional leadership behaviors were a predictor of teachers' learning school perceptions. When the findings of the research were examined, it was found that there was a positive significant relationship between high school principals' instructional leadership and their schools' perception of being a learning school according to teacher perceptions. In addition, high school principals' instructional leadership behaviors were a significant predictor of learning school.