Teachers perceptions of the instructional leadership behaviors of the primary school managers who have completed educational management and inspections programs

XXIV ABSTRACT This study, intends to clarify the effects of leadership carried out by headmaster's who do or do not complate education management and supervision training at a bachelor's or master's degree level on junior-high and high school teacher. This survey like research was carried out in 42 junior-high and high school in central Buca-İZMİR with 1476 teacher Headmasters of district schools who had complated education management and supervision traning at a bachelor's or master's degree level were included in this research. Then, 8 schools at the same socioeconomic level in the same area with headmasters who had not completed education management and supervision training at a bachelors or masters degree level were chosen. 122 teachers from schools where the headmasters had complated education management and supervision traning at a bachelors or masters degree level, and 141 teachers from schools where the headmasters had not complated educa tion managment and supervision traning at a bachelor's master's degree level where illustrated in this example. A short summary of the result of this test has been given below : 1-Even though, there was an educational leadership carried out by the headmaster, who had complated educational managment and supervision traning at a bachelors or master's degree level, there were no particular differences related to junior-high and highschool teachers and haed masters except for sex, professional seniority, the type of school they graduated from, branch and teacher-traning. 2-Even though there was an educational leadership carried out by the headmaster, who had not completed education management and supervisionXXV training at a bachelor's or master's degree level, ther were no particular differences related to the junior-high and high-school teacher's and headmaster's except for, sex, professional seniority, the type of school they graduated from, branch and teacher- training. 3-The headmaster's who had complated education management and supervision training at a bachelor's or master's degree level showed educational leadership in: carrying out goals, supervising education providing, teaching enviroments, following the improvement of students communication and surroudings and the planning of teaching objectives and techniques. But the only difference between the headmasters and junior-high and high-school teachers were sex, professional seniority, the type of school they graduated from, the branch and teacher trainig. 4-The headmaster's who had not complated educational management and supervision traning at a bachelor's or master's degree level showed educational leadership in: carrying out goals, supervising education, providing teaching enviroments, following the improvement of students, communication and surroundins and the planning of teaching, objectives and techniques, but the only difference between the headmaster's and junior-high and high-school teachers were sex, professional seniority, the type of school they graduated from, branch, teaching enviroment, following the improvement of students were there a difference in point of wiev between the headmaster and teachers 5-There were Differences, however, between how goals were carried out, how teaching enviroments were provided, how the improvements of students were followed and how lessons, objectives and techniques were planned: between both the junior-school and high-school teachers of school whose headmaster's had and had not complated educational management and supervision training at a bachelor's or master's or master's degree level.