Examining the relationship between instructional leadership, teacher collaboration, collective responsibility and academic achievement

In this study, it is aimed to examine the relationship between these three variables at school level, namely the instructional leadership behavior of school principals, teacher collaboration and collective responsibility levels of teachers, and the academic achievement of secondary school students. The research is a relational descriptive study. This research consisted of 400 teachers from 35 public secondary schools located in nine districts of Ankara in the 2019-2020 and 2020-2021 academic year and the academic achievement scores of 1246 students were used. In the research, "Instructional Leadership Scale", "Teacher Collaboration Scale" and "Collective Responsibility Scale" were used. Teachers' opinions about the variables were presented as mean and standard deviation, and whether they differ according to some demographic variables was determined by t-test and one-way ANOVA. Also, Pearson product-moment correlation coefficient was calculated to examine the relationships between variables. In the study, hierarchical linear modeling (HLM) technique was used to determine the relationships between dependent and independent variables. As a result of the study, teachers' perceptions of instructional leadership, teacher colloboration and collective responsibility are at high level. While the instructional leadership behaviors have the highest mean in defines the school mission dimension, the behaviors in the dimension of manages the instructional program have the lowest mean. When the opinions of the teachers about the variables within the scope of the study are examined according to demographic variables, it is determined that there is a significant difference according to their gender, marital status, education level, seniority, and tenure at school. According to another finding, moderately positive and significant relationships are found between teachers' perceptions of instructional leadership, teacher colloboration, and collective responsibility. When the variables at school level that affect students 'academic achievement are examined, it is seen that maintaining high visibility function of instructional leadership and the perceptions of teachers' colloboration and collective responsibility have a direct and significant effect.