The observing of the relationship between school principals' coaching behaviours and academic optimism of schools

This study aims to determine the relationship between school principals' coaching behaviours and academic optimism of schools. The population of the research which is in the correlational model consists of 2487 teachers working in Salihli district of Manisa province in the 2021-2022 academic year; and the sample consists of 497 primary, secondary and high school teachers. Convenience sampling method has been adopted in the research. The research data have been collected with "The School Principals' Coaching Behaviour Scale" and "School Academic Optimism Scale". The data have been analyzed with confirmatory factor analysis, arithmetic mean, one-way analysis of variance, t-test, Pearson Product-Moment Coefficient and Multiple Regression Analysis. According to the results of the research, it is noticeable that the perception levels of teachers toward "communication, situation determination and development" dimensions of the school principals' coaching behaviours are high. The research also reveals that the perceptions of teachers toward school principals' coaching behaviours at school differ significantly according to the variables of gender and the number of teachers working at their school but they do not differ significantly according to the variables of professional seniority, their education level, duration of working at the same school and the level of school they work. From the results related to the other variable of the research, it is understood that the perception levels of teachers towards self-efficacy dimension of school academic optimism are very high, while their level of perception on trust and academic emphasis dimensions are at medium level. While the school academic optimism levels of teachers have not shown a significant difference according to their genders, professional seniority, number of teachers in the school and duration of working at the same school; it has been found that there is a significant difference according to the variables of education level and school level. When the relationship between the school principals' coaching behaviours at schools and the level of teachers' school academic optimism is examined; significantly positive and moderate-degree relationship has been found between teachers' perceptions towards situation determination and development of the school principals' coaching behaviours; while a significantly, positive and low relationship has been found between communication behaviours of the school principals' coaching behaviours and the level of teachers' school academic optimism. The research also reveals that there has been significantly positive and moderate-degree relationship between teachers' perceptions towards school principals' coaching behaviours and academic optimism of schools. Finally, it is clear in the research that teacher' perceptions towards situation determination dimension of the school principals' coaching behaviours at schools significantly predict their school academic optimism levels but their perceptions of communication and development behaviours do not significantly predict teachers' perceptions of school academic optimism levels.