The Instructional leadership behaviours of primary school administrators in relation to the professionel development of teachers

ABSTRACTTHE INSTRUCTIONAL LEADERSHIP BEHOVIOURS OF PRIMARYSCHOOL ADMINISTRATORS IN RELATION TO THEPROFESSIONAL DEVELOPMENT OF TEACHERSSerap İNCELERM. A. ThesisDepartment of Educational SciencesSupervisor: Assist. Prof. Dr. Nuri AKGÜNJune-2005, xii + 146 pages.The aim of this study is to examine to what extend the primary schooladministrators actualise their instructional leadership behaviours in relation tothe professional development of teachers.The study was designed in the form of a quantitative study, and duringthe study, the descriptive method was used. During the study, the data werecollected from (n=25) primary school administrators, (n=458) classroom andsubject matter teachers, and (n=19) primary school inspectors who have beenworking at 29 primary schools located in the city center of Bolu.As a result of the analysis of the data collected, the followings werefound.When the perceptions of the subject were examined, the administratorsstated that they often actualise the behaviours on five dimensions. SimilarlyAccording to primary school teachers, the administrators generally actualise thefive dimensions.Primary school inspectors stated that primary school administrators oftenactualise ?Allocating Time?, ?Informing and Motivating? dimensions, and theystated that they rarely actualise the behaviours mentioned in other dimensions.When the mean scores of subjects in relation to each dimension were considered,the administrators ?often? actualise their instructional leadership roles ( X =2.97)in relation to the professional development of teachers.Although primary school administrators often actualise their instructionalleadership rollers, they are more effective especially in behaviours related to thedimensions of: ?Professional Development Environment?, ?Informing andMotivating?, ?Allocating Time?. They rarely actualise the behaviours related tothe following dimensions, as: ?Inservice Training?, ?Supplier and ResourcePerson?.When the perceptions of primary school inspectors, primary schooladministrators and primary school teachers were examined, in relation to thedimensions of ?Allocating Time?, ?Informing and Motivating?, ?InserviceTraining?, ?Supplier and Resource Person? and ?Professional DevelopmentEnvironment?, meaningful difference were observed among the there groups.Although the perceptions of administrators and teachers were generally similar,the perceptions of inspectors were different from the perceptions ofadministrators and teachers.When the perceptions of primary school administrators, primary schoolinspectors, and primary school teachers were examined, no meaningfuldifferences were found in relation to the instructional leadership roles of primaryschool administrators considering on the professional development of primaryschool teachers in terms of their demographic characteristics (age, gender, levelof schooling, years of experience in teaching, years of experience as aninspector, years of experience as an administrator, the subject matter)Key Words: Primary School Administrator, Professional DevelopmentBehaviour Dimensions, Instructional Leadership Behaviours.