The instructional leadership behaviours of principals and teachers' job satisfaction in primary schools

The aim of this study is to investigate the levels of instructional leadership behaviours of primary school principals and the job satisfaction levels of primary school teachers in the central districts of Ankara, according to the teachers. The population of the study is consist of 18,538 teachers working in primary schools in the central towns of Ankara in 2021- 2022 school year. The sample of the research is consist of 483 teachers selected by using simple random sampling method. "Instructional Leadership Inventory" developed by Tanrıöğen was used to measure the instructional leadership behaviours of school principals. To examine teachers' job satisfaction level, "The Job Satisfaction Scale" which was developed by Şahin was used. To examine data, arithmetic average, standard deviation, Mann-Whitney U and Kruskal-Wallis H tests, Spearman correlation analysis and regression analysis were used. According to the perceptions of teachers, school principals generally exhibit their teaching leadership behaviours and use them to bear on their subordinates. On the other hand, a significant difference was found in this perception between classroom teachers or subject teachers and this was found to be in favour of subject teachers who were found to see this behaviour well-articulated in school principals. It was observed that a significant relationship exists between teachers' category and the satisfaction of teachers with subject teachers found to have higher satisfaction levels than their counterparts who are classroom teachers.The research also shows that the portrayal levels of instructional leadership behaviours of school principals predict significantly the levels of satisfaction of teachers. To increase the low level of perception of primary school teachers about the level of instructional behavior shown by their principals, more opportunities can be created for the development of communication. Also, it is suggested that, to increase the low-level relationship between teachers' perceptions of their principals' instructional behaviors and their job satisfaction levels, training activities can be organized for teachers and principals.