Examining the views about the teacher leadership behaviours of secondary school teachers'

The aim of this research is to determine the opinions of the teachers about the teacher leadership behaviors and examine them according to some variables. The research was designed in the descriptive survey model. The research was carried out with 585 teachers working in official and private secondary schools, which were affiliated to the Ministry of National Education, in Şehitkamil and Şahinbey towns in Gaziantep in the academic year of 2015-2016. teachers were determined by random sampling. A five point Likert type "Teacher Leadership Scale", with Sub-dimensions of Professional Development, Institutional Development and Co-operation with Colleagues, developed by Beycioğlu and Aslan (2010) and Personal Information Form created by the researcher were used as data collection toosl in the research. Frequency, percentage, arithmetic mean, standard deviation, independent sample t-test, one-way ANOVA, Tukey were applied to analyze the data obtained in the research; the significance level was accepted as .05 in all statistical calculations. Teacher leadership behaviors of secondary school teachers in the sample; they have exhibited the highest level of Professional Development (X̅ = 4.06-Frequently), the lowest level of Institutional Development (X̅ = 3.43-Frequently) subscales and teacher leadership attitudes have been exhibited as a result of "frequently" level (X̅ = 3.78). Teachers' genders are not a significant factor in the sub-dimension of Co-operation with Colleagues; but a significant difference was found in the dimensions of Professional Development, Institutional Development and Total Teacher Leadership. A significant difference was not found in the marital status, seniority and alma mater variables of the secondary school teachers in the teacher leadership in all dimensions. A significant difference was found in the branch variable in the sub-dimension of Institutional Development. A significant difference was found in the educational status and school types in all dimensions of teacher leadership behaviors. Key Words: Teacher leadership, teacher leadership performing, secondary school