Investigation of the relationship between the instructional leadership characteristics of school principals and the academic success of students and schools

The purpose of this study is to determine the relationship between the instructional leadership characteristics of school principals and the academic achievements of students and schools. For this purpose, the research was conducted in the relational survey model, one of the quantitative research designs. The sample of the research consisted of 349 teachers working in secondary and high schools in Viranşehir district of Urfa province. The academic achievements of the schools were determined through the end-of-year achievement scores of 1.547 students who continued their education in the schools that constituted the sample of the research. The results of the research revealed that teachers evaluated the instructional leadership skills of school principals at a good level. Academic achievements of schools are at 'medium' and 'good' levels in secondary schools; It is at 'good' and 'very good' levels in high schools. The academic success scores of the schools differed significantly in terms of school type, gender and the socio-economic environment variables in which the school is located. Academic success of schools is higher in high schools. The academic success scores of the schools differed significantly in terms of school type, gender and the socio-economic environment variables in which the school is located. Academic success of schools is higher in high schools. Academic success scores of male students are higher than female students. Academic success scores of schools located in regions with high socio-economic levels are lower than those of regional schools with lower and middle socio-economic levels. A low-level, positive and significant relationship was found between the instructional leadership skills of school principals and the academic success of schools. The instructional leadership skills of school principals are a significant predictor of the academic success of schools. School principals have to focus more on the academic success of schools rather than focusing on routine work in schools. On the other hand, priority can be given to studies that will increase the academic success of girls in the schools in Viranşehir district of Urfa province, where the research was conducted. In secondary schools, practices that will increase student success (motivation, problem solving, parent education, etc.) can be included.