The evaluation of the primary and secondary school administrators according to the types of leadership (according to teachers' opinions)

To provide happy environment for students and teachers is a step in increasing the quality of education. They are the administrators who are capable of leading these people. The purpose of this research is to evaluate primary and secondary school administrators' behaviours according to their type of leadership and to determine the type of leadership that is applied to the most. To do this teachers' perceptions of leadership were consulted about the director. The research concerns 2012-2013 education year that the teachers who are on duty in elementary and secondary schools in Ataşehir, Istanbul. This research refers the opinions of the teachers who are in 14 public schools and 9 special schools that I visited. The resarch consists of 321 teachers. Research related data was collected with "The Types of Leadership Survey" that we have prepared. The first section is related with your personal information. In the second section there are total 55 materials that the manager will be evaluated according to the type of leadership behaviours. The survey consists of seven sub-headings. These are: Instructional, Cultural, Ethical, Visionary, Learning, Transformational and Super Leadership. In accordance with the opinion of the teachers who participated in the study the following results emerged: All the leadership types that mentioned in the survey aren't always applied by the managers, they're mostly applied by them. The managers are mostly applied the "Ethical Leadership" as a leadership type. Ethical leadership isn't always but mostly applied in school by the school principals. After Ethical leadership there comes a "Visionary Leadership" which is mostly applied. After that in order there comes "Transformational, Instructional, Cultural and Learning Leadership". Instructional and Cultural Leadership have equal points. The least applied leadership type by the principals in our schools is "Super Leadership" (self to self leadership). The demographic features of teachers such as sexuality, age, type of school, education and working hours of principals showed significant differences. Male teachers, those over the age of 51, the ones who work in private schools, postgraduates, working with the school principal about 1 year and less give positive responses comparing with the people in their groups. We didn't observe any meaningful difference between classroom teachers and branch teachers. If we want our schools to be more successful our managers should exhibit a life-long learning administration. A school administrator who has a leadership feature creates a school culture in which everyone do their duties and their conscientious responsibility. Key Words: School principal, management, leadership, leadership types.