Examining relationship between school principals' instructional leadership behaviours and course supervisions according to teachers perception

This research is carried out to examine the relationship between school principals' instructional leadership behaviours and course supervisions. The research is designed in a correlational research model. Sample of the study consisted of 368 teachers who work at public primary, middle and high schools in central district of Düzce in academic year of 2019-2020. 'Instructional Leadership' scale developed by Lineburg (2010) and adapted to Turkish by Kazak (2016) along with 'School Principals' Course Supervision' scale improved by Fırıncıoğulları Bige (2014) were used to collect data. According to the results; it is revealed that teachers have a high perception of school principals' levels demonstrating instructional leadership behaviours. Results showed that while school principals' instructional leadership behaviours do not differ significantly according to the variables such as gender, professional seniority, educational level and branch; it differed significantly at subdimensions of 'Encouragement Career Development' and 'Providing Resources' according to the school types teachers works. Teachers' perceptions about school principals' course supervision was high. It is concluded that teachers' perceptions about school principals' course supervision did not differ significantly in terms of teachers' gender, professional seniority, highest educational level and subject. İt is found that there is an moderately positive significant correlation between the school principals' instructional leadership behaviours and course supervision. According to another finding, it was concluded that the school principals' instructional leadership behaviors significantly predicted the course supervision behaviors. In light of the data obtained; suggestions are made to practitioners and researchers.