Examine the relationship between the learning centered leadership levels of vocational high school principals and the teacher professional learning

The purpose of this study is to examine the relationship between the learning centered leadership levels of vocational high school principals and the teacher professional learning. The research is expected to contribute to the literature by presenting a perspective on teacher professional learning by examining the learning centered leadership approaches adopted by the vocational high school principals, which affect the teacher professional learning instead of the traditional learning and teaching administrators who replace the traditional in service training given to the teacher. Learning centered leadership supports the lifelong learning of the school administrators by doing them instead of the classical in service trainings professionally in their contribution to the professional learning of the school administrators. It creates a supportive environment for them to exhibit leadership behavior and develop a shared vision for learning. In the rapidly developing and renewing age, teachers have to constantly improve themselves in order to adapt and keep up with the age. With this research, it is thought that it will contribute to a better understanding of the concept of teacher professional learning in the literature, increase the professional knowledge of the teacher and a better understanding of the leaders who exhibit learning centered leadership behavior by the teachers. The research is a descriptive study in relational screening model to determine whether the relationship between the learning centered leadership levels of principals working in vocational and technical high schools and the professional learning of teachers differ according to various variables. The sample of the research consists of 406 teachers working in vocational and technical high schools located in the district of Istanbul in the 2021-2022 academic year. In this study; Learning Centered Leadership Scale and Teacher Professional Learning Scale were used as data collection tools. In addition to these scales, demographic information such as gender, age, educational status, professional seniority, working time in the current institution were also collected to be evaluated in the research. Data analysis was conducted by using mean, standard deviation, t-test, one-way ANOVA, Pearson's correlation coefficient, simple linear regression.