The relationship between teachers' reflective thinking tendencies and teacher leadership behaviors

The Relationship Between Teachers' Reflective Thinking Tendencies and Teacher Leadership Behaviors In this study, it is aimed to determine the relationship between reflective thinking tendencies of teachers and teacher leadership. Research is planned as a survey model. The scope of the study contains teachers who works at public schools which are primary, secondary and high schools in the central districts of Bursa province. 388 teachers have paticipated in the research from elementary and secondary schools of Bursa province. For the research, reflective thinking tendency scale and teacher leadership scale are used as data collecting method. In order to analyze the data, Mann Whitney U and Kruskal Wallis H are used. Findings of the research show that as teacher leadership increases, reflective thinking tendencies increase, too. There is a positive and meaningful relationship between reflective thinking tendencies of teachers and teacher leadership. Also, the research show that there is a meaningful difference between the teacher leadership points and reflective thinking tendencies and the schools that they work. The teachers who work at elementary school show more teacher leadership and reflective thinking tendency than the teachers who works at other schools. Findings also show that education level cause a meaningful difference on teacher leadership points. Teachers who are graduate show more teacher leadership than post graduate teachers. Keywords: Teacher, teacher leadership, reflective thinking.