The level of instructional leadership behaviours of primary and secondary school administrators and the limiting factors of these behaviours

The main purpose of this study is to investigate the level of instructional leadership behaviour of primary and secondary school administrators in Uşak and to discuss teachers? and administrators? opinions about the limiting factors effecting administrators? behaviours. The study seeks to determine whether teachers and administrators? opinions about Instructional Leadership behaviours differ according to gender, seniority, branch and the level of education. In this study, two questionnaires were utilized. One of them is ?A Questionnaire for Instructional Leadership Behaviour of Educational Administrators? and the other is ?A Questionnaire for Factors Limiting Instructional Leadership Behaviours of Educational Administrators?.At the end of the study, it is understood that educational administrators? perform the instructional leadership roles sufficiently. Educational administrators perform the instructional leadership roles more sufficiently than the tecahers. Primary school administrators perform the instructional leadership roles more sufficiently than secondary school administrators. Primary and secondary school administrators adopt the dimension about ?Teacher Support And Development?at least and this finding shows that educational administrators have consensus about this issue.The findins show that educational administrators think that the limiting factors of instructional leadership signifacantly limits their instructional leadership behaviour. But teachers think that these factors are less signifacantly limits administrators?instructional leadership behaviour.Key Words: Instructional Leadership, Leadership