Effect of principal's instructional supervision behaviors on teacher motivation with respect to teachers' perceptions

The objective of this research is to determine effect of principal's instructional supervision behaviors on teacher motivation with respect to teachers' perceptions. In addition, there has been a comparison of teachers' instructional supervision perceptions and professional motivation in terms of some certain socio-demographic variables. Research model is based on qualitative research in which relational and causal pattern has been utilized. Sampling of the research consisted of 724 teachers employed in elementary schools (preschool, elementary and secondary schools) located inZonguldak city center and its districts. In the research instructional supervision scale and teachers' professional motivation scales were used. In order to analyze the data means, standard deviation, independent samples t-test, ANOVA, Pearson correlation analysis and multiple regression analysis have been employed. In light of the research findings it was evidenced that teachers' instructional supervision perceptions related to principal behaviors' and professional motivation perceptions were comparatively higher. Teachers' instructional supervision perceptions remained unchanged with respect to gender, seniority and term of employment whereas it differentiated with respect to subject, school type, school level, principal's gender, principal's seniority, principal's branch, and principal's seniority in administrative position. Although teachers' professional motivation did not differ with respect to gender, seniority, subject, school level, term of employment and principal's seniority in administrative position it still varied according to school type, principal's gender, principal's seniority and principal's branch. There was a positive and strong correlation between teachers' instructional supervision perception and teachers' professional motivation, thus it was concluded that instructional supervision perception of teachers related to principals behavior was a significant predictor of teachers' professional motivation.