The relationship between instructional leadership of school principals and organizational learning

This study aimed to examine the relationship between teachers' perceptions of school administrators' instructional leadership and their perceptions of organizational learning. In order to determine the level of relationship, the relational screening model was used in the research. The universe of the research consists of 995 teachers working at the secondary school level in Düzce Central district in the 2023-2024 academic year. 350 teachers working in this universe were determined using the random sampling method and the sample of the research was created. Personal Information Form, Instructional Leadership Scale and Organizational Learning Scale were used to access the needed data. In the analysis of the data obtained within the scope of the research, Mann Whitney-U test was used to examine the difference between 2-category variables, and Kruskal Wallis-H test was used in the difference tests of demographic variables with 3 or more categories. Spearman Correlation analysis was used to reveal the relationship between the variables. According to the research results, it was seen that the perceptions of the teachers participating in the research regarding the instructional leadership of school administrators were at the level of "often". It was found that teachers' perceptions of each dimension of instructional leadership were at the "frequently" level. It was observed that the dimension perceived at the highest level by teachers among the dimensions was "defining the school mission", while the dimension perceived at the lowest level was "managing the curriculum". It was observed that teachers' perception levels regarding organizational learning were at the "I agree" level. It was observed that "trust and collaboration climate", one of the sub-dimensions of organizational learning, was perceived by teachers at the "I strongly agree" level. It was concluded that the sub-dimensions of organizational learning such as "observed and shared vision", "initiative and risk taking" and "professional development" were perceived by teachers at the "I agree" level. It was observed that the dimension perceived at the highest level by teachers among the organizational learning dimensions was "trust and collaboration climate", while the dimension perceived at the lowest level was "professional development". It was observed that there was no significant difference between teachers' gender, educational status, seniority and branches, and school administrators' perception levels regarding instructional leadership and their perceptions regarding organizational learning. It was observed that there was a positive, statistically significant and moderate relationship between the general average of instructional leadership and the sub-dimensions of organizational learning, namely "Trust and Collaborative Climate", "Shared and Observed Vision", "Initiative and Risk Taking", "Professional Development" and "Organizational Learning".